Regular Lectures RL | Teachers using technology: aspirations and classroom activity Teachers using technology: aspirations and classroom activity Jean-baptiste Lagrange, Laboratoire de Didactique André Revuz, Université Paris Diderot, and IUFM, Université de Reims Champagne Ardenne, France,
[email protected] ABSTRACT This paper is about teachers using technology in ‘ordinary’ conditions. It addresses the discrepancies between potentialities of technology and teachers’ aspirations with regard to technology use, and between teachers ‘ expectations and the actual carrying out of technology based lessons in the classroom as well as by unexpected episodes of uncertainty and improvisation that teachers experience when teach- ing these lessons. Two models are used to make sense of teachers’ position and of classroom phenomena. Ruthven and Hennessy’s (2002) model helps to understand how teachers connect potentialities of a technology to their pedagogical aspirations, rather than to mathematically meaningful capabilities, and to interpret their class- room activity. Saxe’s (1991) model helps to analyse the flow of unexpected circum- stances challenging teachers’ professional knowledge in technology based lessons and to understand how teachers react to this flow. It also draws attention on the consequences of the introduction of new artifacts in the culture of the classroom. This gives tools for researchers to work in partnership with teachers, as well as for a reorientation of teacher development in technology towards reflective approaches. Keywords Digital Technology Integration; Teachers’ aspirations; Teachers’ Classroom Activity; Emergent Goals; Practitioner Model 3 ICME 11 Proceedings This article is about teachers using technology in mathematics teaching/learn- ing. I am interested here by teachers using technology in ‘ordinary conditions’, that is to say not in the frame of experimental projects.