Chinese mathematics teachers’ TPACK and attitudes toward ICT integration in the post-pandemic era

Mao Li

doi:10.29333/ejmste/13346

Full Text (PDF)

Mao Li ¹ ^*

More Detail

¹ Faculty of Education, Monash Univeristy, Melbourne, AUSTRALIA^* Corresponding Author

Abstract

This study investigated primary mathematics teachers’ technological, pedagogical, and content knowledge (TPACK) and attitudes towards information and communication technology (ICT) integration in mainland China during the post-pandemic period. Quantitative data were collected through a web-based self-determined questionnaire. Statistical analysis was performed using independent sample t-tests, and Mann-Whitney U tests to assess gender and teaching experience in years. Spearman’s correlation test also examined the relationship between TPACK and teachers’ attitudes towards ICT integration. The findings revealed that most mathematics teachers had adequate non-technology-related knowledge but lacked technology-related knowledge. However, they were willing to incorporate digital technologies in their teaching after experiencing large-scale online teaching. There was no significant gender or teaching grade differences in TPACK, but teaching experience positively correlated with TPACK. The study emphasizes the importance of assessing teachers’ practical circumstances before introducing TPACK development programs. Finally, the implications for teachers, educators, and policymakers were discussed at the end of this paper.

Keywords

mathematics teachers
TPACK
attitudes
ICT integration
primary school

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 19, Issue 7, July 2023, Article No: em2301

https://doi.org/10.29333/ejmste/13346

Publication date: 01 Jul 2023

Online publication date: 05 Jun 2023

Article Views: 2386

Article Downloads: 1246

Open Access References How to cite this article

References

Abbitt, J. T. (2011). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. International Society for Technology in Education, 43(4), 281-300. https://doi.org/10.1080/15391523.2011.10782573
Alabdulaziz, M. S. (2021). COVID-19 and the use of digital technology in mathematics education. Education and Information Technologies, 26, 7609-7633. https://doi.org/10.1007/s10639-021-10602-3
Alneyadi, S., Wardat, Y., Alshannag, Q., & Abu-Al-Aish, A. (2023). The effect of using smart e-learning app on the academic achievement of eighth-grade students. EURASIA Journal of Mathematics, Science and Technology Education, 19(4), em2248. https://doi.org/10.29333/ejmste/13067
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168. https://doi.org/10.1016/j.compedu.2008.07.006
Angeli, C., Valanides, N., & Christodoulou, A. (2016). Theoretical considerations of technological pedagogical content knowledge. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (pp. 11-32). Routledge. https://doi.org/10.4324/9781315771328
Baturay, M. H., Gokcearslan, S., & Sahin, S. (2017). Associations among teachers’ attitudes toward computer-assisted education and TPACK competencies. Informatics in Education, 16(1), 1-23. https://doi.org/10.15388/infedu.2017.01
Bindu, C. N. (2017). Attitude toward, and awareness of using ICT in classrooms: A case of expatriate Indian teachers in UAE. Journal of Education and Practice, 8(1), 10-17. https://eric.ed.gov/?id=EJ1131567
Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. EURASIA Journal of Mathematics, Science and Technology Education, 5(3), 235-245. https://doi.org/10.12973/ejmste/75275
Blundell, C., Lee, K.-T., & Nykvist, S. (2020). Moving beyond enhancing pedagogies with digital technologies: Frames of reference, habits of mind and transformative learning. Journal of Research on Technology in Education, 52(2), 178-196. https://doi.org/10.1080/15391523.2020.1726235
Bryman, A. (2016). Social research methods. Oxford University Press.
Bryson, J. R., & Andres, L. (2020). COVID-19 and rapid adoption and improvisation of online teaching: curating resources for extensive versus intensive online learning experiences. Journal of Geography in Higher Education, 44(4), 608-623. https://doi.org/10.1080/03098265.2020.1807478
Byrne, B. M. (2016). Structural equation modeling with AMOS basic concepts, applications, and programming. Routledge. https://doi.org/10.4324/9781315757421
Cetin, I., & Erdogan, A. (2018). Development, validity and reliability study of technological pedagogical content knowledge (TPACK) efficiency scale for mathematics teacher candidates. International Journal of Contemporary Educational Research, 5(1), 50-62. https://eric.ed.gov/?id=EJ1207506
Chai, C. S., Jong, M. S. Y., Yin, H. B., Chen, M., & Zhou, W. (2019). Validating and modelling teachers’ technological pedagogical content knowledge for integrative science, technology, engineering and mathematics education. Educational Technology and Society, 22(3), 61-73. https://www.jstor.org/stable/26896710
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating preservice teachers’ development of technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13(4), 63-73. https://www.jstor.org/stable/jeductechsoci.13.4.63
Chai, C. S., Ling Koh, J. H., Tsai, C.-C., & Lee Wee Tan, L. (2011). Modeling primary school pre-service teachers’ technological pedagogical content knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57(1), 1184-1193. https://doi.org/10.1016/j.compedu.2011.01.007
Chen, M., Zhou, C., Meng, C., & Wu, D. (2019). How to promote Chinese primary and secondary school teachers to use ICT to develop high-quality teaching activities. Educational Technology Research and Development, 67(6), 1593-1611. https://doi.org/10.1007/s11423-019-09677-0
Chai, C. S., Chin, C. K., Koh, J. H. L., & Tan, C. L. (2013). Exploring Singaporean Chinese language teachers’ technological pedagogical content knowledge and its relationship to the teachers’ pedagogical beliefs. The Asia-Pacific Education Researcher, 22(4), 657-666. https://doi.org/10.1007/s40299-013-0071-3
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge. https://doi.org/10.4324/9781315456539
De Freitas, G., & Spangenberg, E. D. (2019). Mathematics teachers’ levels of technological pedagogical content knowledge and information and communication technology integration barriers. Pythagoras, 40(1), 1-13. https://doi.org/10.4102/pythagoras.v40i1.431
de Winter, J. C. F. (2013). Using the student’s t-test with extremely small sample sizes. Practical Assessment, Research & Evaluation, 18, 10. https://scholarworks.umass.edu/pare/vol18/iss1/10/
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys: The tailored design method. Wiley.
Dong, Y., Chai, C. S., Sang, G.-Y., Koh, J. H. L., & Tsai, C. C. (2015). Exploring the profiles and interplays of pre-service and in-service teachers’ technological pedagogical content knowledge (TPACK) in China. Educational Technology & Society, 18(1), 156-169. https://eric.ed.gov/?id=EJ1062490
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers and Education, 59(2), 423-435. https://doi.org/10.1016/j.compedu.2012.02.001
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
Fritz, C. O., Morris, P. E., & Richler, J. J. (2012). Effect size estimates: Current use, calculations, and interpretation. Journal of Experimental Psychology: General, 141(1), 2-18. https://doi.org/10.1037/a0024338
Getenet, S. T., Beswick, K., & Callingham, R. (2016). Professionalizing in-service teachers’ focus on technological pedagogical and content knowledge. Education and Information Technologies, 21(1), 19-34. https://doi.org/10.1007/s10639-013-9306-4
Gray, D. E. (2018). Doing research in the real world. SAGE. https://www.torrossa.com/it/resources/an/5282199
Gu, X., Zhu, Y., & Guo, X. (2013). Meeting the “digital natives”: Understanding the acceptance of technology in classrooms. Educational Technology & Society, 16(1), 392-402. https://eric.ed.gov/?id=EJ1016300
Hamad, S., Tairab, H., Wardat, Y., Rabbani, L., AlArabi, K., Yousif, M., Abu-Al-Aish, A., & Stoica, G. (2022). Understanding science teachers’ implementations of integrated STEM: Teacher perceptions and practice. Sustainability, 14(6), 3594. https://doi.org/10.3390/su14063594
Harris, J. B. (2016). In-Service teachers’ TPACK development: Trends, models, and trajectories. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (pp. 191-206). Routledge. https://doi.org/10.4324/9781315771328
Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229. https://doi.org/10.1080/15391523.2011.10782570
Hofer, M., & Grandgenett, N. (2012). TPACK development in teacher education. Journal of Research on Technology in Education, 45(1), 83-106. https://doi.org/10.1080/15391523.2012.10782598
Hossain, S. F. A., Nurunnabi, M., & Hussain, K. (2021). Continuous mobile devices usage tendency in the TPACK-based classroom and academic performance of university students. Technology, Pedagogy and Education, 30(4), 589-607. https://doi.org/10.1080/1475939x.2021.1933160
Hughes, J. E. (2013). Descriptive indicators of future teachers’ technology integration in the PK-12 classroom: Trends from a laptop-infused teacher education program. Journal of Educational Computing Research, 48(4), 491-516. https://doi.org/10.2190/EC.48.4.e
Janssen, N., & Lazonder, W. (2016). Support for technology integration: Implications from and for the TPACK framework. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (pp. 119-130). Routledge. https://doi.org /10.4324/9781315771328
Kadioglu-Akbulut, C., Cetin-Dindar, A., Acar-Sesen, B., & Kucuk, S. (2023). Predicting preservice science teachers’ TPACK through ICT usage. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11657-0
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13-19. https://doi.org/10.1177/002205741319300303
Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563-573. https://doi.org/10.1111/j.1365-2729.2010.00372.x
Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2014). Demographic factors, TPACK constructs, and teachers’ perceptions of constructivist-Oriented TPACK. Educational Technology & Society, 17(1), 185-196. https://www.jstor.org/stable/pdf/jeductechsoci.17.1.185.pdf?acceptTC=true&coverpage=false
König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79-105. https://doi.org/10.1080/09523987.2018.1439712
Layder, D. (2013). Doing excellent small-scale research. SAGE. https://doi.org/10.4135/9781473913936
Li, J. (2012). The Chinese model of teacher education: Retrospects and prospects over a century. FEDC, 7(3), 417-442. https://doi.org/10.1007/BF03397151
Liu, Q., Zhang, S., & Wang, Q. (2015). Surveying Chinese in-service K12 teachers’ technology, pedagogy, and content knowledge. Journal of Educational Computing Research, 53(1), 55-74. https://doi.org/10.1177/0735633115585929
Liu, X., Zhang, W., Zhong, H., & Jiang, L. (2014). Chinese EFL teachers' application of e-educology of foreign languages: An investigation based on TPACK framework. Teaching English with Technology, 14(1), 47-75. https://files.eric.ed.gov/fulltext/EJ1143477.pdf
Loong, E. Y. K., & Herbert, S. (2018). Primary school teachers’ use of digital technology in mathematics: The complexities. Mathematics Education Research Journal, 30(4), 475-498. https://doi.org/10.1007/s13394-018-0235-9
Ministry of Education of the People’s Republic of China. (2012). National education development of the 12th five-year plan. http://www.moe.gov.cn/srcsite/A16/s3342/201203/t20120313_133322.html
Ministry of Education of People’s Republic of China. (2019). National educational development situation in 2019. http://www.gov.cn/guoqing/2020-05/21/content_5513455.htm
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Neil Selwyn, S. (2021). Education and technology: Key issues and debates. Bloomsbury Academic. https://doi.org/10.5040/9781350145573
Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper S. R., Johnston, C., Browning, C., Özgün-Koca, S. A., & Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education, 9(1), 4-24. https://eric.ed.gov/?id=EJ904580
Noori, A. Q. (2021). The impact of COVID-19 pandemic on students’ learning in higher education in Afghanistan. Heliyon, 7(10), 1-9. https://doi.org/10.1016/j.heliyon.2021.e08113
Noori, A. Q., Orfan, S. N., Akramy, S. A., & Hashemi, A. (2022). The use of social media in EFL learning and teaching in higher education of Afghanistan. Cogent Social Sciences, 8(1), 1-12. https://doi.org/10.1080/23311886.2022.2027613
Okumuş, S., Lewis, L., Wiebe, E., & Hollebrands, K. (2016). Utility and usability as factors influencing teacher decisions about software integration. Educational Technology Research and Development, 64(6), 1227-1249. https://doi.org/10.1007/s11423-016-9455-4
Ozdamli, F., & Cavus, N. (2011). Basic elements and characteristics of mobile learning. Procedia-Social and Behavioral Sciences, 28, 937-942. https://doi.org/10.1016/j.sbspro.2011.11.173
Petrea, R., & Yehuda, P. (2019). Exploring TPACK among pre-service teachers in Australia and Israel: Exploring TPACK among preservice teachers in Australia and Israel. British Journal of Educational Technology, 50(4), 2040-2054. https://doi.org/10.1111/bjet.12707
Prodromou, T. (2015). Teaching statistics with technology. Australian Mathematics Teacher, 71(3), 32-40. https://eric.ed.gov/?id=EJ1093106
Punch, K. F., & Oancea, A. (2014). Introduction to research methods in education. SAGE. http://digital.casalini.it/9781473909199
Ruxton, G. D. (2006). The unequal variance t-test is an underused alternative to student’s t-test and the Mann-Whitney U test. Behavioral Ecology, 17(4), 688-690. https://doi.org/10.1093/beheco/ark016
Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers and Education, 54(1), 103-112. https://doi.org/10.1016/j.compedu.2009.07.010
Sang, G., Valcke, M., van Braak, J., Tondeur, J., & Zhu, C. (2011). Predicting ICT integration into classroom teaching in Chinese primary schools: Exploring the complex interplay of teacher-related variables. Journal of Computer Assisted Learning, 27(2), 160-172. https://doi.org/10.1111/j.1365-2729.2010.00383.x
Scherer, R., Siddiq, F., & Teo, T. (2015). Becoming more specific: Measuring and modeling teachers’ perceived usefulness of ICT in the context of teaching and learning. Computers and Education, 88, 202-214. https://doi.org/10.1016/j.compedu.2015.05.005
Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers’ technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67-80. https://doi.org/10.1016/j.chb.2017.11.003
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544
Scott, K. C. (2021). A review of faculty self-assessment TPACK instruments (January 2006-March 2020). International Journal of Information and Communication Technology Education, 17(2), 118-137. https://doi.org/10.4018/ijicte.2021040108
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
Simsek, O., & Sarsar, F. (2019). Investigation of the self-efficacy of the teachers in technological pedagogical content knowledge and their use of information and communication technologies. World Journal of Education, 9(1), 196-208. https://doi.org/10.5430/wje.v9n1p196
Skues, J. L., & Cunningham, E. G. (2013). The role of e-learning coaches in Australian secondary schools. Journal of Computer Assisted Learning, 29(2), 179-187. https://doi.org/10.1111/j.1365-2729.2012.00488.x
Smith, R. C., Kim, S., & McIntyre, L. (2016). Relationships between prospective middle grades mathematics teachers’ beliefs and TPACK. Canadian Journal of Science, Mathematics and Technology Education, 16(4), 359-373. https://doi.org/10.1080/14926156.2016.1189624
Stein, H., Gurevich, I., & Gorev, D. (2020). Integration of technology by novice mathematics teachers–what facilitates such integration and what makes it difficult?. Education and Information Technologies, 25(1), 141-161. https://doi.org/10.1007/s10639-019-09950-y
Stoilescu, D. (2015). A critical examination of the technological pedagogical content knowledge framework. Journal of Educational Computing Research, 52(4), 514-547. https://doi.org/10.1177/0735633115572285
Tay, L. Y., Lim, C. P., Nair, S. S., & Lim, S. K. (2014). Online software applications for learning: Observations from an elementary school. Educational Media International, 51(2), 146-161. https://doi.org/10.1080/09523987.2014.924663
Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-577. https://doi.org/10.1007/s11423-016-9481-2
Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144. https://doi.org/10.1016/j.compedu.2011.10.009
Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. C., & Mäkitalo-Siegl, K. (2017). TPACK updated to measure pre-service teachers’ twenty-first century skills. Australasian Journal of Educational Technology, 33(3). https://doi.org/10.14742/ajet.3518
van Braak, J. (2001). Individual characteristics influencing teachers’ class use of computers. Journal of Educational Computing Research, 25(2), 141-157. https://doi.org/10.2190/81YV-CGMU-5HPM-04EG
van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407-422. https://doi.org/10.1007/BF03173218
Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge–a review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121. https://doi.org/10.1111/j.1365-2729.2012.00487.x
Voogt, J., Fisser, P., Tondeur, J., & van Braak, J. (2016). Using theoretical perspectives in developing an understanding of TPACK. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (pp. 33-52). Routledge. https://doi.org/10.4324/9781315771328
Wang, Q., & Zhao, G. (2021). ICT self‐efficacy mediates most effects of university ICT support on preservice teachers’ TPACK: Evidence from three normal universities in China. British Journal of Educational Technology, 52(6), 2319-2339. https://doi.org/10.1111/bjet.13141
Wu, D., Li, C. C., Zhou, W. T., Tsai, C. C., & Lu, C. (2019). Relationship between ICT supporting conditions and ICT application in Chinese urban and rural basic education. Asia Pacific Education Review, 20(1), 147-157. https://doi.org/10.1007/s12564-018-9568-z
Zhang, N., Yang, R., Liu, Y., Zhou, J., & Wang, G. (2018). Integration of information technology (IT) and the mathematics curriculum. In Y. Cao, & F. K. S. Leung (Eds.), The 21st century mathematics education in China (pp. 259-278). https://doi.org/10.1007/978-3-662-55781-5_13
Zhang, P., Aikman, S. N., & Sun, H. (2008). Two types of attitudes in ICT acceptance and use. International Journal of Human-Computer Interaction, 24(7), 628-648. https://doi.org/10.1080/10447310802335482

How to cite this article

APA

Li, M. (2023). Chinese mathematics teachers’ TPACK and attitudes toward ICT integration in the post-pandemic era. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), em2301. https://doi.org/10.29333/ejmste/13346

Vancouver

Li M. Chinese mathematics teachers’ TPACK and attitudes toward ICT integration in the post-pandemic era. EURASIA J Math Sci Tech Ed. 2023;19(7):em2301. https://doi.org/10.29333/ejmste/13346

AMA

Li M. Chinese mathematics teachers’ TPACK and attitudes toward ICT integration in the post-pandemic era. EURASIA J Math Sci Tech Ed. 2023;19(7), em2301. https://doi.org/10.29333/ejmste/13346

Chicago

Li, Mao. "Chinese mathematics teachers’ TPACK and attitudes toward ICT integration in the post-pandemic era". Eurasia Journal of Mathematics, Science and Technology Education 2023 19 no. 7 (2023): em2301. https://doi.org/10.29333/ejmste/13346

Harvard

Li, M. (2023). Chinese mathematics teachers’ TPACK and attitudes toward ICT integration in the post-pandemic era. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), em2301. https://doi.org/10.29333/ejmste/13346

MLA

Li, Mao "Chinese mathematics teachers’ TPACK and attitudes toward ICT integration in the post-pandemic era". Eurasia Journal of Mathematics, Science and Technology Education, vol. 19, no. 7, 2023, em2301. https://doi.org/10.29333/ejmste/13346