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It motivates a qualitative research design combining action research with multiple case studies and proposes Actor Network Theory (ANT) as the research paradigm. Three high school mathematics teachers from the Greater Toronto Area are selected. 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More exactly, it explores ways in which educational technology might be used in order to improve teachers’ cultural awareness and social activism. A rationale for a qualitative research study is presented by using multiple methods combining action research and multiple case studies. Three high school mathematics teachers from Greater Toronto Area are selected to participate in this research. Actor Network Theory (ANT) was considered as research paradigm for this study.  \nKey words: Educational Technology, Teacher Activism, Mathematics Education  \n1. Introduction  \nCanadian learners and teachers continue to struggle with issues related to social justice and activism. These issues are further complicated by attempts to enhance the pedagogical effectiveness of various disciplines with new technologies. For example, where questions of social justice were previously considered totally separated from mathematics education, since the former aims of mathematics teachers were restricted to abstract processes that ignored social processes and knowledge transfer, when the advent of technologies applicable to the classroom were introduced, a socio-political element to the teaching of mathematics has been developed. This movement is most apparent in the various attempts to incorporate educational technologies, and mathematics education is one of them. Educational technology has been an important mediator that significantly modifies the learning environment and teaching approaches and, therefore, among constructivists and others there have been ongoing debates about whether mathematics teachers’ use of technology in classrooms can actually help students and teachers to perform better.  \nThe recent Ontario Curriculum for Education in Mathematics (Ministry of Education, 2005, 2007) offers some orientations to study mathematics considering various social and cultural aspects, has some guidance for social justice, and gives directions for learning considering multidisciplinary approaches. However, these reforms cannot be implemented easily. As Fullan (1993) mentioned, when new educational programs are implemented, the results take directions that are fairly different from the initial intentions. Therefore, these recent Ontario reforms in mathematics curriculum are expected to encounter difficulties when they are implemented in a wide variety of schools.  \nContext of the Problem  \nIt is my premise that part of the solution to this problem lies in re-examining ways of teaching mathematics by using educational technology in order to promote social activism, and also, renegotiating relations between teachers and students in mathematics classrooms. Freire (1973) mentioned that “the role of educator is not to 'fill' the educate with 'knowledge,' technical or otherwise. It is rather to attempt to move towards a new way of thinking in both educator and educatee, through the dialogical relationship between both”(p.125) . As such, the goals of this research are:  \nReceived 17 July 2009, accepted 28 September 2009, published 30 September 2009.  \n-To document and analyze teachers’ choices in educational technology use with regards to promotion of social activism;  \n- To explore existent pedagogical development ideas and pedagogical activism in mathematics education;  \n- To propose a research methodology that explores mathematics teachers' challenges in using educational technology.  \nMore exactly, I will be designing a qualitative research study to explore the use of educational technology in order to foster social activism. I will develop a poststructuralist methodology based on actor network theory, which is one of the possible perspective theories that are capable of offering a sound methodological framework to this study.","cbCaitEgdSPqyyMH","https://ap.wps.com/l/cbCaitEgdSPqyyMH","pdf",156099,"English","# Introduction\n## Context of the Problem\n# Issues in Implementing Educational Technology in Classrooms","[{\"question\":\"What is the focus of the study?\",\"answer\":\"The study focuses on how educational technology can be used in mathematics education to improve teachers’ cultural awareness and support social activism.\"},{\"question\":\"Why is the research considered qualitative, and what method is proposed?\",\"answer\":\"It is designed as a qualitative study using multiple methods that combine action research with multiple case studies.\"},{\"question\":\"What research paradigm is used for this study?\",\"answer\":\"The study considers Actor Network Theory (ANT) as the research paradigm.\"}]","IS EDUCATIONAL TECHNOLOGY USEFUL TO MATHEMATICS TEACHERS ACTIVISTS? - Volume 2 - Number 3 | PDF",1792065215,25]