Math Points: Role of Technology in Math Classes and Mathematics Education

By Jack Rotman August 2002

Without a doubt, technology is a major emphasis at community colleges in the United States; in mathematics classes, the trend is especially strong. In some colleges, this “technology infusion” is a primary goal and receives preference in budgeting resources.

My question is “Why?” Is the use of technology required for learning in general, or for learning math in particular? Can technology compensate for the lack of qualified instructors? Is there evidence that students learn mathematics better with any technology or with specific technology?

Most of the stated reasons for general technology ‘infusion’ in colleges is “Keeping up with the Phoenix’s” (as in Phoenix University). The idea is that our students expect and demand extensive technology, especially internet but also in the classroom. Beyond this, it is easy to show “progress” at a college when “progress” is defined as having the latest technology across campus.

In terms of valid reasons, from a learning standpoint, there actually is some evidence that specific technology can improve student’s learning of mathematics when implemented properly. Certainly, various calculators make some topics accessible that were not reasonable even 10 years ago.

However, the emphasis on technology has two major drawbacks (in my opinion): Resources are diverted from other investments (especially faculty and faculty development), and technology enables a false sense of accomplishment to deceive the college and community.

Given that colleges have limited resources, there are difficult choices to make on how to invest the resources. Do we buy 100 laptops each year, or do we hire 4 new faculty each year? Do we supply multi-media stations in most classrooms, or do we provide money to all faculty for the professional development that they have identified as needed? Do we purchase wireless network hardware, or do we add funding for professional travel?

In other words, there is a natural tension between the different demands for the college’s resources. However, what has happened with technology creates a bias towards those investments – Because it is a college goal, technology investments automatically get preferential treatment in the allocation of resources. Other professional development and travel are areas which have tended to suffer as a result.

The two biggest challenges facing colleges are (a) getting enough faculty and (b) training faculty enough (professional development). These, in fact, have always been the common problems facing colleges. In some academic areas (like mathematics), there are severe shortages of qualified instructors … a situation exacerbated by salaries and benefits limited in order to fund technology.

I do not argue with the valid uses of technology in the classroom. I have been using technology since I first started teaching … including the first desk top computer class on our campus, using the first hand held calculators, using mini-computers and terminals to deliver instructional software, using PC’s to deliver software, and using graphing calculators.

I do find fault with technology being identified as a major goal of any college or instructional program. Learning does not take place in the technology – learning takes place in the interaction between motivated faculty and motivated students. It is this basic learning interaction that demands the college’s resources, and should always be the number 1 priority for distributing resources.