Initial Findings

Research Question: How do teacher perceptions and expertise with technology affect technology integration in the secondary mathematics classroom?

Findings from the 40 teacher surveys I analyzed supported the hypothesis that teachers comfortable using and exploring new technologies will be able to enhance student learning through the successful integration of current technological resources. However, I also discovered that confidence within the content area of mathematics was lower than I expected. This is not what I was expecting. I had assumed that the majority of the respondents would score high in the area of pedagogical content knowledge. Since I only surveyed Georgia teachers, this could be attributed to the new curriculum for mathematics that was introduced in Georgia last year. Many of the respondents commented that they felt their needed to be more training in the content area of mathematics as well as integrating technology. I did find there to be a positive correlation between confidence in content area and integrating technology in the classroom. This information will be helpful for my dissertation research. I will take the new Georgia curriculum into account and alter my initial survey accordingly.

Data Analysis Reflection

Quantitative:

As you have engaged in interim analysis of your quantitative data, what have you learned? Did you find what you expected? 
As I begin to analyze my data, I am somewhat (but not completely) surprised at what is materializing. Although teachers seem to be ranking their content knowledge higher as higher than technology knowledge (expected), the content knowledge appears to be lower than I expected. I believe this can be attributed to the new mathematics curriculum that was introduced last year.

What do you still want to know? What new questions do you have?
So a new question I need to tackle (either now or in the future) is discovering if the teachers feel there has been adequate training for the new curriculum. Their comfort level in this area is reflected in the answers given in the surveys. Although my initial goal was to discover how technology enhances the teaching of mathematics, I am wondering if I should now argue that enhanced technology training in combination with continued professional development will be the best ways to increase student achievement.

Have results from interim analysis of your quantitative data challenged your assumptions or preconceived notions about your topic? Has the analysis made clear any biases or made you think about them?
I would not say that my assumptions about my topic have been challenged, but altered. When I began my dissertation and this pilot study, I did not take the new curriculum into account. I should have realized that such a drastic change would alter or skew teachers beliefs about their own abilities in all aspects of teaching.