Valid Issues but Limited Scope: A Response to Kitchen and Berk's Research Commentary on Educational Technology

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Douglas H. ClementsUniversity of Denver

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Julie SaramaUniversity of Denver

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In their Research Commentary, Kitchen and Berk (2016) argue that educational technology may focus only on skills for low-income students and students of color, further limiting their opportunities to learn mathematical reasoning, and thus pose a challenge to realizing standards-based reforms. Although the authors share the concern about equity and about funds wasted by inappropriate purchases of technology before planning based on research and the wisdom of expert practice, including inadequate professional development, they believe that Kitchen and Berk's commentary contains several limitations that could be misconstrued and thus misdirect policy and practice.

Contributor Notes

Douglas H. Clements, Morgridge College of Education, Marsico and Kennedy Institutes, University of Denver, Katherine A. Ruffatto Hall 154, 1999 East Evans Avenue, Denver, CO 80208-1700; Douglas.Clements@du.edu

Julie Sarama, Morgridge College of Education, Marsico and Kennedy Institutes, University of Denver, Katherine A. Ruffatto Hall 154, 1999 East Evans Avenue, Denver, CO 80208-1700; Julie. Sarama@du.edu

(Corresponding author is Clements Douglas.Clements@du.edu)
(Corresponding author is Sarama Sarama@du.edu)
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Journal for Research in Mathematics Education
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