Measuring
the Degree of Technology Use in Tertiary Mathematics Courses
Greg Oates
oates@math.auckland.ac.nz
The University of Auckland
New Zealand
Abstract
Many proponents
of the use of technology in mathematics education argue that to be effective,
such usage should be fully integrated, but exactly what is meant by integrated
technology is seldom defined. A number of tertiary mathematics teachers were
surveyed to investigate the degree to which technology is used in their courses,
and the information received was used to identify several aspects critical to
an examination of integrated technology. This paper then proposes a model for
helping to describe and compare the degree of integration of technology in different
courses.
