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Abstract
This article explores links between student experiences with technology-rich mathematics instruction and the ISTE Standards for Students. Research methods applied constructivist grounded theory to analyze data from student interviews against the ISTE Standards for Students to identify which elements of the design of this learning environment seemed to support the attainment of both mathematics content objectives and the ISTE Standards for Students. Researchers then identify guiding principles for the effective design of technology-supported, student-centered learning environments based on analysis of the results. (Keywords: ISTE standards, mathematics education, student- created work, technology-rich learning)
Received: 9/17/15Initial decision: 2/26/16Revised manuscript accepted: 3/25/16
Declaration of Conflicting Interests
The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The authors received no financial support for the research, authorship, and/or publication of this article.
Additional information
Notes on contributors
Mary Jo Dondlinger
Mary Jo Dondlinger is an assistant professor of Educational Technology in the Department of Higher Education and Learning Technology at Texas A&M University Commerce. Her research interests focus on supporting learners in developing critical and creative thinking, as well as dispositions for lifelong learning. Please address correspondence regarding this article to Mary Jo Dondlinger, Department of Higher Education and Learning Technologies, Texas A&M University Commerce, P.O. Box 3011, Commerce, TX 75429, USA. E-mail: [email protected]
Julie McLeod
Julie McLeod is the Assistant Head of School for Educational Innovation and Technology at Good Shepherd Episcopal School in Dallas, Texas. She also teaches graduate courses in Educational Technology at George Washington University and Texas A&M University Commerce. Her research interests include exploring children's curiosity, power and motivation as they use technology to learn.
Sheri Vasinda
Sheri Vasinda is an assistant professor of literacy at Oklahoma State University and a member of the collaborative team for the Initiative for 21st Century Literacies Research. Her research interests focus on supporting preservice and inservice teachers in developing deep understandings of reading processes and practices and how digital technologies are expanding what it means to be literate.