Lauren Blanton

May 26, 2015

EDET 780
Critique 2
Nillas, L. (2010). Technology Intergration in Secondary Mathematics Classrooms: Effect on
Students' Understanding. Journal of Technology Integration in the Classroom 2(3), 67-83.
http://works.bepress.com/cgi/viewcontent.cgi?article=1114&context=leah_nillas
Introduction
This article focuses on integrated technology into a secondary level mathematics classroom.
The purpose of this study is to examine the integration of technology in secondary mathematics
classrooms and to evaluate the effectiveness of its use in relation to students learning outcomes
(pg. 67).
This study was designed to be a self-study research study and collected data based on the
students personal experiences. Data was collected in multiple ways: surveys, video recordings
of class sessions, instructional materials, and teacher reflections (pg. 71). This article was
completed at Bloomington High School in Illinois. There were two classes observed: Honors
Geometry and AP Calculus. The majority of students were ninth- and twelfth-graders with a few
tenth- and eleventh- graders. The same teacher at the same school taught all of the students that
participated in the study. Generally speaking, all students had access to a computer with the
Internet at home, and all had some experience using technology (pg. 71). On the first day of
school, students completed a short-response survey (pg. 72). Throughout the process, the
researcher, Nillas, and the teacher, Sheehan, collaborated about planning, the implementation of
technology, and the documenting for each of the math lessons. The students attended class as
normal and participated as they wished. All students had to complete a survey at the beginning of
the semester and then again at the end of the semester. Three lessons were observed for this
study: the first involved the use of calculators, the second involved the use of dynamic geometry
software, and the third lesson involved an interactive whiteboard. When using calculators,
students can focus more on thinking about how to solve the problem and how to interpret the
problem, and less on the mathematical computation. The use of calculators in the classroom led
to a high rate of student engagement (pg. 76). The second lesson was using Geometers Sketch
Pad. Since each lesson was video recorded, researchers were able to go back and watch the
lessons again. The use of Geometers Sketch Pad involved a very high rate of student
engagement in this lesson (pg. 77). The use of dynamic geometry software did allow students
to reach higher levels of understanding (pg. 77) and that led to an increase in student
achievement. The last technology that was observed in a lesson was the interactive whiteboard.
In this lesson, only 6 out of 18 students were actively engaged (pg. 78). The use of the

interactive whiteboard was very teacher-centered, unlike the other two technologies observed.
Therefore, the use of the interactive whiteboard was less productive and successful than the use
of calculators and dynamic geometry software (pg. 78).
Overall, the study created the results that the researcher expected. The initial results of the survey
for the students showed positive attitudes towards the use of technology. The results of the initial
survey is discussed and shown in the form of a pie chart. The first set of responses that was
discussed was the students responses to the statement that Using computers makes mathematics
more mechanical and boring (pg. 72). The breakdown of the responses show that the majority of
students either strongly disagree or just disagree: 20.7% Strongly Disagreed, 37.8% Disagreed,
23.2% answered Neither, 14.6% Agreed, and 3.7% Strongly Agreed. The second set of responses
discussed was to the statement, Using a computer can help you learn different mathematical
concepts (pg. 72). 0% strong disagreed, 8.5% disagreed, 24.4% answered neither, 57.3%
agreed, and 9.8% strongly agreed. The last statement was I expect to use computers in my job
(pg. 73). 0% strongly disagreed, 3.7% disagreed, 18.5% answered neither, 42.0% agreed, and
35.8% strongly agreed. Each of the responses favored technology. The research suggested, along
with other past research studies, that students are more likely to be motivated to learn and
engage in learning when technology is being used (pg. 73). The end of the semester survey was
five questions long. The students reported that technology helped them to achieve greater
understanding within their math classroom (pg.79). Students also said that using technology
helped apply what they are learning in mathematics to real-life applications.
This researcher listed no limitations or expectations within her article. However, the researcher
did discuss challenges that the students reported about the use of technology. One issue students
experienced was the time limit on some of the activities. This was due to the class time limit
daily and the limited access to computer labs. Many students reported that they felt rushed, and
tried to complete the activities as quickly as possible, minimizing the amount of learning that
they achieved (pg. 79). Students also mentioned having technological difficulties during class
and requested that teachers troubleshoot possible problems in advance.
If I were conducting a research study for this area, I would also include a way to gauge a
students academic progress. Not only would we survey a students opinion, we could also see if
being actively involved with technology does also improve academics.
Critique
The author stated her two research questions within her introduction: First, what are students
perceptions on the use of technology in learning mathematics (pg. 68)? Second, How does
technology affect students engagement to learning (pg. 68)? The questions are easily
understandable but the placement in the article was not clear. The research questions were not
obviously stated, but they were included in the introduction.

The review of literature was conducted with articles dealing with technology and increasing
motivation and improving learning. The author included many different cases in the literature
review. Not only did the author include studies where the results were positive, she also included
an example of where technology is not always beneficial. Overall, the literature suggested that
technology use in education did indeed lead to many benefits for students (pg. 71). One study
that was mentioned from Muir noted that there was no effect in schools where students used
technology infrequently and/or teachers received little to no training on its use (pg. 68). The
best way to benefit students the most is to ensure that teachers are trained correctly and that the
technology use is student-centered.
Many of the articles that I have read also included some type of academic score or progress, not
simply a students feelings and interaction in the classroom. The teacher knows that she must
plan the use of technology carefully in order to fully reap these benefits (pg. 81). The researcher
and teacher involved both know that using technology does not necessarily make their teaching
more effective (pg. 81). Technology must be used well in order in order to be beneficial (pg.
81).
The author researched this topic very thoroughly and provided results from previous studies. The
researcher tied together the results from each study together and made the paper transition
smoothly. The writing is written in a professional matter and is easily followed by a reader.
While this paper is focused on technology in a secondary mathematics classroom, the results
found can be applied towards any subject. This paper even included dialogue from conversations
that occurred during class and were pertinent to the learning process.
This researchers results can be related to the research that I am completing for this course for
blended learning. The main part that can be applied to my research is the part about teacher
training. In order for anything to have the best results possible, the teachers must receive the best
training possible. The author does a wonderful job summarizing the results that were found and
explicitly explains what the results mean. There was no theory that was mentioned or referred to
and there was no theory the research related to.
Conclusion
This study just confirmed my suspicions that technology enhanced classrooms are
better for the students. One thing I liked about this study was the teacher was the
same across the study. So the results from the AP Calculus and the Honors
Geometry may be different but we can say that the teachers methods are not a
variable in the limitations to consider because it is the same teacher. I think it is
important to rule out as many variables as possible so that the research Is as
accurate as possible.