In what do mathematics teaching practices change in a "1:1 model" at a national scale?

Abstract

The article presents the results of an empirical research on the impact of processes of ICT innovation in mathematics teaching practices, in the framework of the 1:1 model of the CEIBAL Plan carried out in Uruguay between 2011 and 2012. The research followed different phases. Initially, from a quantitative perspective, the study consisted in a survey to mathematics teachers from the first year of middle school, followed by a purposeful stratified sample in school centers from different contexts and municipalities of the country. Secondly, from a qualitative perspective, the team designed a pedagogical intervention in a group sample of mathematics teachers. Additionally, instances of training and support were instrumented, along with the development of a network of teachers and the design and implementation of innovative curriculum projects using the XOs with students. This article presents the results of the first phase of the investigation, which sought to characterize the math’s teacher population, to understand their teaching practices, their professional development, and their expectations with regards to the Ceibal Plan. The results show significant progress towards universal access to ICT in public education with a strong component of social equity. Notwithstanding, 68% of teachers consider that little or nothing has changed in their teaching practices as a result. One of the main findings is that positive self-perception of ICT innovation is associated with teaching experience and school context.

Research shows that there is still significant progress to make in terms of integrating ICT into effective teaching practices.