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Elementary Preservice Teachers' Integration of Technology in Mathematics Lesson Plans

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Bibliographic Details
Title: Elementary Preservice Teachers' Integration of Technology in Mathematics Lesson Plans
Language: English
Authors: Allison Roxburgh
Source: Educational Research: Theory and Practice. 2026 37(1):14-19.
Availability: Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
Peer Reviewed: Y
Page Count: 6
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Higher Education
Postsecondary Education
Descriptors: Elementary School Teachers, Preservice Teachers, Technology Integration, Mathematics Instruction, Lesson Plans, Pedagogical Content Knowledge, Technological Literacy, Methods Courses, Teacher Competencies
ISSN: 2637-8965
Abstract: This paper presentation examined how preservice teachers' lesson plans aligned with effective technology integration. Nineteen elementary preservice teachers planned two mathematics lessons that integrated technology. Data analysis included coding categories for technology integration and problem solving. Results indicated preservice teachers passively integrated technology into their mathematics lessons. Further, results showed that the problem solving tasks preservice teachers used were passive and did not support students' active engagement with the mathematics concepts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505319
Database: ERIC
Description
Abstract:This paper presentation examined how preservice teachers' lesson plans aligned with effective technology integration. Nineteen elementary preservice teachers planned two mathematics lessons that integrated technology. Data analysis included coding categories for technology integration and problem solving. Results indicated preservice teachers passively integrated technology into their mathematics lessons. Further, results showed that the problem solving tasks preservice teachers used were passive and did not support students' active engagement with the mathematics concepts.
ISSN:2637-8965