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Paper Summary

Principles of Effective Pedagogy Within the Context of Connected Classroom Technology: Implications for Teacher Knowledge

Sun, April 15, 2:15 to 3:45pm, Sheraton Wall Centre, Floor: Grand Ballroom Level, North Grand Ballroom A

Abstract

Objectives

We argue that classroom connectivity technology (CCT) can be used as an important tool for creating contexts in which students engage in deep mathematical thinking. Our analysis across four years of a randomized field trial, Classroom Connectivity in Promoting Mathematics and Science Achievement (CCMS), documented teachers’ use of CCT within their Algebra I classrooms.

Theoretical Framework(s)

We propose four principles of effective mathematics instruction incorporating CCT. Effective CCT implementation is dependent upon (1) mathematical tasks that support examination of patterns leading to generalizations and conceptual development, (2) classroom interactions that focus mathematical thinking within students and the collective class, (3) formative assessment instructional practices that lead to teachers’ and students’ increased knowledge of students’ present understandings, and (4) sustained engagement in mathematical thinking. Each principle is discussed in term of its implications for teacher knowledge through teacher knowledge frameworks (e.g., Comprehensive Framework for Teacher Knowledge, Ronau & Colleagues).

Method(s)

The CCMS project was a four-year field trial designed to investigate the impact of an intervention incorporating CCT and PD within Algebra I classes on student achievement and beliefs as well as classroom interactions. One hundred twenty-seven teachers were chosen to participate from a pool of volunteers in 28 U.S. states and 2 Canadian provinces and randomly assigned to treatment or control groups. The Year 1 control group received the intervention in Year 2 of the study. Thus, the research design of the overall study was a randomized control trial with crossover design.

Data Sources

The CCMS project relied on quantitative and qualitative data sources and mixed method data analyses to broadly capture CCT implementation, its effects, as well as students’ and teachers’ perceptions of the connectivity technology. Teachers completed several measures, participated in telephone interviews twice per year. A subset of teachers participated in two-day classroom observations. Students completed an Algebra I pretest and posttest. Students in observed classrooms completed a survey of their impressions of the technology and selected students participated in a focus group interview.

Results

Findings support the following statements: (1) students in classrooms incorporating CCT outperformed their peers in control classrooms during Year 1 implementation (ES=0.32), and on average CCT classrooms outperformed Year 1 controls across four years of the project; (2) CCT disrupted traditional interactional patterns on average, but not for all teachers; (3) teachers reported learning about their students’ understanding, which was related to student achievement (p=.013); and (4) students reported greater engagement in connected classrooms. Frequency of technology use alone was negatively associated with achievement. Qualitative data analyses were conducted to describe mechanisms of effective CCT use.

Significance

This study highlights the importance of teachers creating an interactive learning environment that is predicated on the tasks, interactional patterns, and formative assessment, and students must take advantage of these affordances to achieve mathematical understanding. Each principle provides mechanisms for making learning accessible to students. This study provides an example of how a wide range of data can be integrated to explain complex phenomena involving teacher knowledge and the use of education technology.

Authors