Literature Review: Examining the Effectiveness of Integrating Technology Based Learning

Tools in a Traditional College Pre-Calculus Course

Marco Antonelli
University of Ontario Institute of Technology
EDUC 5002G: Research Methods in Education
Professor: Dr. Jia Li

Literature Review: Examining the Effectiveness of Integrating Technology Based

Learning Tools in a Traditional College Pre-Calculus Course

Traditionally, pre-calculus courses are often facilitated with a lecture style delivery
method (LSDM). The professor delivers information by speaking to the class as a whole and
visually expresses content through the use of a blackboard, whiteboard or Tablet PC. Students
observe the presented content and then complete assigned questions. The goal of having the
students complete questions is to reinforce the content the professor presented. It has been
found, due to the students lack of participation during the LSDM, students often lose
concentration and motivation. A loss of concentration and motivation can diminish a students
ability to learn (Baki & Cakiroglu, 2010; Lee, Feldman, & Beatty, 2012; Lopez-Morteo &
Lopez, 2007). Technology based learning tools can be implemented as a solution to increase a
classs level of concentration and motivation (Baki & Cakiroglu, 2010; Kay, 2012; Kay &
Knaack, 2008). The purpose of this study is to investigate the benefits of integrating TBLT with
LSDM for multiple course sections in a pre-calculus course.
For a pre-calculus class, the class time will be split into two portions. The first portion of
the class time will be dedicated to the professor covering a topic using the LSDM. The second
portion of the class time will be dedicated to the class using a TBLT targeted towards the same
topic that was covered in the LSDM portion of class. The TBLT will motivate the students
through concentrated and controlled learning (Baki & Cakiroglu, 2010; Kay, 2012; Kay &
Knaack, 2008). The professor will select the TBLT for the class. For this study a TBLT can be:
graphing calculators, web-based learning tools, applets, digital games or online simulations. The
professor will use their expertise to select an appropriate on topic TBLT. It is strongly
recommended professors select a TBLT they are familiar with and comfortable using; it reassures
learning will take place (Lee, Feldman, & Beatty, 2012). Ideally, the professor will have the

Literature Review: Examining the Effectiveness of Integrating Technology Based

Learning Tools in a Traditional College Pre-Calculus Course

ability to visit each student or group (many TBLT can be used as a group) acting as a guide for
the student as they are using the TBLT. Doing so ensures the students will learn with the
technology rather than spending time learning the technology. Also, the teaching and learning
becomes interactive which provides the professor an opportunity to assess whether learning is
occurring (Black & Wiliam, 1998). It has also been showed, teacher structured led courses have
resulted in better student learning performances than when a student open ended led course
format is used (Kay, 2012). The students will benefit from the professor facilitating the learning.
As previously mentioned, many TBLT can be utilized for constructive group work. With
the LSDM, it is difficult to achieve group work and often takes the form of discussions. The
students will gain another element to the learning experience by integrating TBLT with LSDM.
Unlike the LSDM, students do not find TBLT boring but rather engaging, enjoyable and
interesting (Baki & Cakiroglu, 2010; Baki & Guveli, 2008). Students are able to work together
on examples they would not be exposed to with the LSDM model (Baki & Cakiroglu, 2010).
TBLTs also provide the students the opportunity to learn at their own pace, control the learning,
receive feedback, and track progress. (Baki & Cakiroglu, 2010; Baki & Guveli, 2008; Kay, 2012;
Kay & Knaack, 2008). These flexibilities allow the students to be comfortable with the material
before proceeding to the next topic.
There will be challenges with integrating TBLTs into a pre-calculus course. Enrolment
for a pre-calculus course is often high, resulting in multiple course sections with multiple
professors. Educational institutions desire an academic standardization for all course sections of
a course. For a standardization to be achieved, all faculty members involved with the precalculus course will have to support integrating TBLTs into their course sections (Healy, Jahn, &
Frant, 2010). If faculty endorses integrating TBLTs, so will the students. Students interest in

Literature Review: Examining the Effectiveness of Integrating Technology Based

Learning Tools in a Traditional College Pre-Calculus Course

TBLTs greatly increases when the professor demonstrates enthusiasm for the technology
(Schreyer-Bennethuma & Albright, 2011). For integrating TBLTs to become accepted by
faculty, institutions will have to provide the necessary support for professors in the form of
professional development (Bennison & Goos, 2010). Upon receiving profession development,
professors become more confident with technology and are more inclined to integrate technology
into their class lessons (Bennison & Goos, 2010).

References

Literature Review: Examining the Effectiveness of Integrating Technology Based

Learning Tools in a Traditional College Pre-Calculus Course
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Baki, A., & Guveli, E. (2008). Evaluation of a web based mathematics teaching
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Bennison, A., & Goos, M. (2010). Learning to Teach Mathematics with technology: a
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