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The internet is used by teachers to help find resources to integrate technology into their classrooms in a variety of ways (Handal, Campbell, Cavanagh, Petocz, & Kelly, 2013). The purpose of this study was to investigate the websites pre-service teachers (PSTs) used during their field experiences in secondary mathematics. To address the purpose of this study, the researchers collected survey data, lesson plans, and PST's work. The Technological, Pedagogical, Content Knowledge (TPACK) Framework and the Substitution, Augmentation, Modification, and Redefinition (SAMR) model both served important roles within a pre-service methods course. Implications of this study suggest PSTs may benefit from learning how to assess the quality of resources, learn proper implementation of website resources, and address the variety of ways resources can be used to integrate technology into their mathematics curriculum.
1 INTRODUCTION
A recent article cited in the Associated Press in the USA, "Million Dollar Teachers: Selling Lessons Online," claims that teachers have spent more than 100 million dollars on resources for their classrooms averaging $4-10 per lesson (Frederick, 2017). One particular teacher who has earned one million dollars through this source believes: "You can't go into it thinking that you are making a million dollars. If you are already creating materials and if you have something that works really well in your classroom, then why not?" (Frederick, 2017).
Teachers Pay Teachers (www.teacherspayteachers.com) is a website that has been public since 2006 and has more than 4 million active users with more than 2.8 million resources and 1 billion downloads. This site offers a variety of teacher resources published by fellow educators ranging in price from $0.99 to $40 (Walthausen, 2016). According to a national survey by the Education Week Research Center, 87 percent of teachers polled said they trusted other teachers' claims about whether curriculum materials were aligned with the Common Core, while slightly less than two-thirds said they trusted an independent panels of experts (Cummings, 2015). Only 38 percent stated that they trusted curriculum providers and publishers for resources to use in their classrooms.
Many educators decry the fact that so many teachers are profiting from their created materials instead of sharing websites for free, especially since the use of open educational resources (OERs) has significantly grown in recent years (Endsley,...