Levels of use of World Wide Web-related technologies, concepts, and instructional strategies in mathematics courses for teacher preparation programs in the Commonwealth of Pennsylvania

This study examined levels of use to which initial preparation programs in the Commonwealth of Pennsylvania integrate World Wide Web technologies, concepts, and instructional strategies into mathematics courses for teacher preparation programs.; Faculty who teach mathematics content or methods courses for certification were surveyed to determine levels of use for 59 items. Means were calculated and compared on one of two five-point Likert-type scales where level 1 demonstrated non-use and levels 2 through 5 demonstrated varying degrees of use. The mean for teacher directed student use of was 2.21. The mean for faculty use was 2.17.; To test statistically significant relationships across program area, participants were grouped into three program areas: faculty who teach in the education program area, faculty who teach in the mathematics program area, and faculty who teach in both program areas. Pearson chi-square and Fisher's exact test were performed to test statistically significant relationships across program area. Results indicated statistically significant relationships for 23 of the 59 survey items. For all 23, faculty who teach in the education program area reported using Web-related instruction at statistically significant higher rates than faculty who teach in the mathematics program area or, where applicable, both program areas.; To test statistically significant relationships across grade level, participants were grouped into three grade levels: faculty who teach for the elementary grade level, faculty who for the secondary grade level, and faculty who teach for both grade levels. Pearson chi-square and Fisher's exact test were used to test statistically significant relationships across grade level. Results indicated statistically significant relationships for two of the 59 survey items, one at the .05 level, and one at the .10 level. For both items, faculty who teach for the secondary grade level reported using Web-related instruction at statistically significant higher rates than faculty who teach for the elementary grade level.; Based on the data, recommendations for further study were developed. Based on the cited literature, speculations were made concerning strategies for integrating Web-related instruction into the curriculum.