home

**Article Reviews**
//**//Aksan and Eryilmaz examined why math teachers don't use instructional technology and materials in their math courses//. Theri premise that instruction in the classroom drive innovation in technology. This study, conducted in Trabzon centered around case study methodology. Observations, interviews were conducted and the authers analyze the data to come up with common themes such as; current issuse, school environment, teacher-student relationships. Findings indicate that many factors caused teachers not to engage in instructional technology. One factor was teacher ability to effectively use the technology. Recommendations include providing ongoing professional develop for teachers to increase their comfort level in using instructional technology in the classroom.**//
 * Ian,F., Lowther, D., Ross, S., & Strahl, D. (2010). Pattern of classroom activities during students' use of computers: Relations between instructional strategies and computer applications. //Teaching and Teacher Education, 26, 540-546.//**
 * This article examines instructional strategies used by teachers to support technology. Thirty-nine schools participated in the study. Ian looked at previous studies to determine exactly what they wanted to gain from this research. The big essential question reviewed common patterns between types of computer activites and classroom practices. Findings indicate that students use the Internet brower more than other computer activities. There were relationships between types of computer activities and classroom practices, specifically with student-centerd activities. Project-based learning allowed students to present their work visually which lead to rich discourse between teachers and student.**
 * I found this article to be brief and to the point. Technolgy instruction engage students actively, giving them a voice in the learning process.**
 * Aksan, E., & Eryilmaz, S. (2011). Why don't mathematics teachers use instructional technology and materials in their courses? //Social and Behavioral Sciences, 15, 2471-2475.//**
 * //Again, this article is brief and to the point. This is realistic in many situations today where educators are not familar with technology and will choose not to integrated is into their teacher. As leaders in the field of technology, we are responsible to bridging gaps in comfort level for teachers.//**