Today’s technology standards (International Society for Technology in Education, 2000) challenge teacher education
programs across the nation to address the need to produce computer literate teachers who are confident in their ability to
choose and incorporate instructional technology into their classroom teaching. The purpose of this paper is to present a
description and analysis of the effects of training sessions on pre-service teachers’ ability to evaluate and integrate
instructional technology into the mathematics classroom. A group of 70 pre-service teachers participated in training sessions
where they evaluated the features of various Pre K-12 mathematics instructional software and websites, and designed
technology-based mathematics lessons. The training sessions promoted the pre-service teachers’ awareness of, appreciation
for, and confidence in their ability to analyze, select, and craft technology-based mathematics lessons.
Last modified: 30 July 2012.
© 2012 by the Mathematics Education Student Association at The University of Georgia. All rights reserved.
The content and opinions expressed on this Web page do not necessarily reflect
the views of nor are
they endorsed by the University of Georgia or the University System of Georgia.