The Difficulties Facing The Difficulties Facing Technology Integration into Technology Integration into Mathematics Education in Mathematics Education in

LebanonLebanonMaha Baassiri El HaririMaha Baassiri El Hariri

Learning Technologies and Learning Technologies and Mathematics Middle East Mathematics Middle East

Conference Conference Oman -2007Oman -2007

What is one of roles of the What is one of roles of the math education communitymath education community??

prepare students for the work placeprepare students for the work place provide them with the necessary provide them with the necessary

expertise to effectively use the expertise to effectively use the different technologies in work different technologies in work

Why Math Education in Lebanon Has Why Math Education in Lebanon Has not Fully Benefited from the not Fully Benefited from the Surrounding Technological Surrounding Technological

EnvironmentEnvironment?? Access to technologyAccess to technology Lebanese mathematics curriculumLebanese mathematics curriculum Teachers' qualifications, beliefs and Teachers' qualifications, beliefs and

professional development professional development

What Type of Technology Will What Type of Technology Will be Referred to in This be Referred to in This

PresentationPresentation?? Technology associated with Technology associated with

computerscomputers Any other type of technology will be Any other type of technology will be

specified.specified.

Access to TechnologyAccess to Technology

One of the main reasons that One of the main reasons that prevent technology integration in prevent technology integration in Lebanon are financial mattersLebanon are financial matters

Lebanese Mathematics Lebanese Mathematics Curriculum (LMC)Curriculum (LMC)

first reform after the war was in 1997first reform after the war was in 1997 No clear calls in the curriculum to No clear calls in the curriculum to

integrate integrate technologytechnology No recent updates of the LMC that is No recent updates of the LMC that is

still dominated still dominated by abstract concepts, by abstract concepts, symbols and algebraic symbols and algebraic expressions expressions

What are the few private What are the few private schools that have access to schools that have access to technology doing with the technology doing with the

curriculumcurriculum?? Ministry of Education has the control Ministry of Education has the control

over the structure and the content of over the structure and the content of the curriculum and over the official the curriculum and over the official exams exams

Such schools are still unable to Such schools are still unable to modify the instructional objectives modify the instructional objectives

Teachers' Qualifications, Teachers' Qualifications, Beliefs and Professional Beliefs and Professional

DevelopmentDevelopment “ “Technology can improve teaching Technology can improve teaching

and learning, but just having and learning, but just having technology doesn’t automatically technology doesn’t automatically translate to better instructional translate to better instructional outcomes"outcomes" (SIIA 2000). (SIIA 2000).

Teachers are the key to any Teachers are the key to any successful reform in mathematicssuccessful reform in mathematics

(((Kaput 1992, NCTM 1989, 2000(Kaput 1992, NCTM 1989, 2000 To implement technology in teaching To implement technology in teaching

mathematics, teachers should have mathematics, teachers should have a a mastery of :mastery of :

the mathematics content, the mathematics content, the pedagogical the pedagogical skillsskills and and the technology used. the technology used.

main problems facing teacher main problems facing teacher professional development professional development

financial financial problemsproblems, , time time constraintsconstraints,, teachers’ own teachers’ own beliefsbeliefs about about

technology integration in math technology integration in math education andeducation and

the the typetype of workshops designed for of workshops designed for technology integration in math technology integration in math teaching.teaching.

How to Integrate Technology In How to Integrate Technology In the LMCthe LMC

Technology integration in the LMC Technology integration in the LMC should not be an aim , but a tool to should not be an aim , but a tool to improve the curriculumimprove the curriculum

Provision of an easy access to Provision of an easy access to technology and associated resourcestechnology and associated resources

Curriculum reformCurriculum reform Teachers' DevelopmentTeachers' Development

ConclusionConclusion

""Education technology is neither inherently Education technology is neither inherently effective nor inherently ineffective; effective nor inherently ineffective; instead, its degree of effectiveness instead, its degree of effectiveness depends upon the congruence among the depends upon the congruence among the goals of instruction, characteristics of the goals of instruction, characteristics of the learners, design of the software, and learners, design of the software, and educator training and decision-making, educator training and decision-making, among other factors" among other factors"

( Schneider M., SIIA, 2000)( Schneider M., SIIA, 2000)

ThanksThanksMaha El HaririMaha El Hariri

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Series1 36.70% 50.20% 13.10%

Private Schools Public Schools Free Private Schools

Partition of Lebanese Schools (CERD Partition of Lebanese Schools (CERD 2006)2006)

Tuition FeesTuition Fees

Private Schools :$Private Schools :$300300 to $10000 to $10000 Public Schools: $ Public Schools: $ 7070

ConsequencesConsequences

Many private schools can afford Many private schools can afford technology integrationtechnology integration

Not all public schools have Not all public schools have computers due to the difficult computers due to the difficult economical situation economical situation

Ministry of Education has distributed Ministry of Education has distributed 8000 computers over public schools 8000 computers over public schools last last yearyear

Where Is the Use of The Where Is the Use of The Graphic Calculators Graphic Calculators

Recommended in the LMCRecommended in the LMC?? In grade 11 for controlling the graph of In grade 11 for controlling the graph of

the representative curve of a function the representative curve of a function (CERD 1997 p. 251)(CERD 1997 p. 251)

In grade 12 to help students visualize In grade 12 to help students visualize the parametric curves (CERD 1997 the parametric curves (CERD 1997 p.122) p.122)

These two recommendations were not These two recommendations were not applied because graphic calculators are applied because graphic calculators are too expensive for many too expensive for many students to buystudents to buy

The different representations of The different representations of concepts and especially the graphical concepts and especially the graphical ones are considered as principal ones are considered as principal goals of the curriculum and not as goals of the curriculum and not as tools that facilitate learning as it is tools that facilitate learning as it is the case with the graphical the case with the graphical representations of functions (CERD representations of functions (CERD 1997, 1997, p.195p.195) )

The tedious numerical calculations The tedious numerical calculations that can be performed by any that can be performed by any scientific calculator are a part of the scientific calculator are a part of the curriculum such as the calculations curriculum such as the calculations of measures of dispersion and central of measures of dispersion and central tendencytendency

Not all the private schools support Not all the private schools support financially their teachers’ professional financially their teachers’ professional developmentdevelopment

The Ministry of Education organizes free The Ministry of Education organizes free workshops for teachers in the public sector workshops for teachers in the public sector that range from teaching the teachers the that range from teaching the teachers the basics needed for using the computer to basics needed for using the computer to developing a project based learning using developing a project based learning using computers computers

Teachers don’t have the chance to practice Teachers don’t have the chance to practice what they learn in workshops because what they learn in workshops because software are not available at their software are not available at their schoolsschools

Time ConstraintTime Constraint

official exams (cover large content in a period official exams (cover large content in a period shorter than the usual academic year)shorter than the usual academic year)

Almost all teachers have a full teaching loadAlmost all teachers have a full teaching load Technology is time consuming for those who Technology is time consuming for those who

have weak skills in using computers and have weak skills in using computers and softwaresoftware

Most workshops take place in the afternoon Most workshops take place in the afternoon and inand in Beirut Beirut

Many teachers don’t believe in Many teachers don’t believe in the effect of technology on the effect of technology on

students’ learningstudents’ learning their education about technology, their education about technology, to their proficiency in applying to their proficiency in applying

technology technology the way they have learned maththe way they have learned math

Not all the teachers that teach Not all the teachers that teach mathematics are considered mathematics are considered convenient (convenient (holds a university holds a university degree in the domain of mathematics degree in the domain of mathematics or has graduated from faculty of or has graduated from faculty of education education to teach math) to teach math) ( (The The Strategic Educational Document Strategic Educational Document CERD 2006) CERD 2006)

Distribution of the 9416 math teachers in the first cycle during 2006-2007

0.00%

20.00%

40.00%

60.00%

80.00%

convenient

inconvenient

convenient 24.10% 36.10% 29.50%

inconvenient 76% 64% 71%

public schoolsprivate schools

free private schools

Distribution of the 3580 math teachers in the second cycle during 2005-2006

0.00%

20.00%

40.00%

60.00%

80.00%

convenient

inconvenient

convenient 24.40% 32.70%

inconvenient 76% 67%

public schools private schools

Distribution of the 1922 math teachers in the third cycle during 2005-2006

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

convenient

inconvenient

convenient 91.90% 69.50%

inconvenient 8% 30.5%

public schools private schools

The results of a study by Arouni (Arouni The results of a study by Arouni (Arouni 2005) on 100 mathematics teachers that 2005) on 100 mathematics teachers that

hold a B.S. or a higher degree in hold a B.S. or a higher degree in mathematics showed that lack of training mathematics showed that lack of training

is one of the causes that prevent these is one of the causes that prevent these teachers from learning about new teachers from learning about new

technologies and integrating them into technologies and integrating them into their teaching.their teaching.

Proficiency in Using Proficiency in Using TechnologyTechnology

Types of WorkshopsTypes of Workshops

Teach about the technology Teach about the technology Few workshops addressing a special Few workshops addressing a special

audience teach about the audience teach about the applications of technology in math applications of technology in math educationeducation

Curriculum ReformCurriculum Reform

Less attention to procedural and Less attention to procedural and algorithmic skills and tedious algorithmic skills and tedious calculationscalculations

More emphasis on deep conceptual More emphasis on deep conceptual understandingunderstanding

Development of mathematical tasks Development of mathematical tasks can be shaped according to the can be shaped according to the following guide lines: following guide lines:

GuidelinesGuidelines

introduce technology in contextintroduce technology in context address worthwhile mathematics address worthwhile mathematics

with appropriate pedagogy with appropriate pedagogy take advantage of technology take advantage of technology connect mathematics topics connect mathematics topics Incorporate multiple representations.Incorporate multiple representations. ( Garofalo, Shockey, Harper, & Drier, 1999) .( Garofalo, Shockey, Harper, & Drier, 1999) .

Teacher DevelopmentTeacher Development

Changing Lebanese mathematics Changing Lebanese mathematics teachers' beliefs and attitudes teachers' beliefs and attitudes towards technology towards technology

teacher training to use technology teacher training to use technology

Change in Teachers’ BeliefsChange in Teachers’ Beliefs

teachers must have opportunities to teachers must have opportunities to reflect on their own beliefs reflect on their own beliefs (Borko & Putnam, 1995, (Borko & Putnam, 1995, 1996; Bransford & Schwartz, 1999), 1996; Bransford & Schwartz, 1999),

teachers must experience the value of teachers must experience the value of technology integration in math teaching technology integration in math teaching by having an access to others practices by having an access to others practices and beliefs that are reflective of their and beliefs that are reflective of their subject and grade level, and observe the subject and grade level, and observe the positive impact these practices have on positive impact these practices have on students’ learning students’ learning (Richardson & Placier, 2001; (Richardson & Placier, 2001; Sandholtz, Ringstaff, & Dwyer, 1997) Sandholtz, Ringstaff, & Dwyer, 1997)

Teacher TrainingTeacher Training

Teachers must have confidence in their Teachers must have confidence in their abilities while using technology in class. abilities while using technology in class.

A priority in teacher training is the A priority in teacher training is the connections between subject matter connections between subject matter and pedagogical content, and the and pedagogical content, and the emphasis on learning about technology emphasis on learning about technology in the context of subject matter and in the context of subject matter and pedagogy pedagogy (Hughes,J., 2004 ) (Hughes,J., 2004 )

NCTM RecommendationsNCTM Recommendations

Mathematics teachers must develop and maintain Mathematics teachers must develop and maintain the mathematical and pedagogical knowledge the mathematical and pedagogical knowledge they need to teach their students well. One way they need to teach their students well. One way to do this is to collaborate with their colleagues to do this is to collaborate with their colleagues and to create their own learning opportunities and to create their own learning opportunities where none exist. They should also seek out high-where none exist. They should also seek out high-quality professional development opportunities quality professional development opportunities that fit their learning needs. By pursuing sources that fit their learning needs. By pursuing sources of information, building communities of of information, building communities of colleagues, and participating in professional colleagues, and participating in professional development, teachers can continue to grow as development, teachers can continue to grow as professionals. (NCTM ,2000, p. 373professionals. (NCTM ,2000, p. 373 ) )