Elementary teachers’ reflections on their use of digital instructional resources in four educational contexts: Belgium, Finland, Sweden, and U.S.

Abstract

We examine teachers' reflections on incorporating digital instructional resources (DIRs) into their mathematics teaching. We analyze qualitative interviews with 39 elementary school teachers from four educational contexts: Belgium, Finland, Sweden, and the U.S., using a framework proposed by Pepin et al. (2017) to consider opportunities for DIRs to shift elements of teaching and learning in potentially transformative ways. Teachers described three major domains of teaching practice where they used DIRs: a) class instruction, b) student practice, and c) professional participation. We found that teachers readily used DIRs during class instruction and to support student practice, guided by their existing instructional goals, which were shaped in part by education structures in the context. Few teachers incorporated DIRs in ways that transformed typical learning spaces. We also found that DIRs impacted several aspects of teachers' professional practices, including professional learning and collaboration. In particular, participation in social media and resource sharing altered the nature of and ways teachers participated in their own professional learning. We assert that efforts to use DIRs to stimulate change need to begin with an understanding of teachers' current practices and use our findings to identify three potential levers that might support movement toward change.

Strategies implemented by South African teachers to ensure continuing mathematics education during COVID-19

“…The transformative potential of technology noted by Remillard et al (2021) was acknowledged across schools. For all teachers the minimum of internet connectivity with a basic device to access WhatsApp and other digital resources were noted as essential for enabling continued homebased learning.…”

“…Remillard et al’s ( 2021 , p. 1331) study across four countries showed that “participation in social media and resource sharing altered the nature of and ways teachers participated in their own professional learning” and argued that digital resources have transformative potential in teaching and learning. They described three major domains of digital resource use, namely, class instruction, learner practice, and professional learning.…”

Mathematics textbooks and curriculum resources as instruments for change

“…This is mirrored in a growing attention to these socio-cultural practices in research on the implementation of reform through curriculum resources, which is also apparent in this special issue. First, Remillard et al, (2021, this special issue) examined teachers' reflections on incorporating digital instructional resources into their mathematics instruction. They were particularly interested in how digital instructional resources might shift elements of teaching and learning in potentially transformative ways.…”

PHET and PBL: Do They Work Well Together in Improving Mathematical Critical Thinking and Problem Solving Ability?

“…Research related to the implementation of PHET media combined with PBL about improving the mathematical critical thinking and problem solving ability has been conducted by several researchers. For example, research conducted by , Remillard et al, (2021) and Rezat (2021). In general, the researchers concluded that PBL, which is collaborated with learning media that are presented visually and interactively to students, will be more easily accepted by students in digesting learning materials.…”