It is difficult to examine the effectiveness of technology-based courses (TBC) without understanding the design and application in classrooms. There is evidence of disconnects among the theory for designing, the theory used to apply TBCs in classrooms, and the theory used to research and evaluate TBCs [Hickey, D. T. (1997). Motivation and contemporary socio-constructivist instructional perspectives. Educational Psychologist, 32(3), 175-193]. Comments provided by administrators, teachers and students may lead researchers to determine whether or not the original TBC course goals have been attained. In this paper, we first discuss examples of theoretical disconnects found in other technology-based research [Aleven, V. E., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help seeking and help design in interactive learning environments. Review of Educational Research, 73(3), 277-320; Hickey, D. T., & McCaslin, M. (2001). A comparative, sociocultural analysis of context and motivation. In S. Volet, & S. Jarvela (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 33-55). Elmsford, NY: Pergamon Press]. Then, we describe the course design of the mathematics TBC used in this study, the reasons the principal and the teacher's believe the software will benefit their mathematics students, and the perceptions of mathematics students regarding the effectiveness of the technology in their classroom. In conclusion, we will discuss how this preliminary qualitative data shaped our future research questions.
['Joey Offer', 'Beth Bos']
The design and application of technology-based courses in the mathematics classroom