Frameworks for ICT Integration in Mathematics Education - A Teacher’s Perspective

Appavoo Perienen

doi:10.29333/ejmste/7803

Full Text (PDF)

Appavoo Perienen ¹ ^*

More Detail

¹ Open University of Mauritius, MAURITIUS^* Corresponding Author

Abstract

Technology holds pedagogical affordances that can help address low performance in mathematics education. This research study investigated which factors significantly contributed to technology usage by Mathematics teachers. The 155 teachers surveyed were found to be regular users of computers, demonstrating a high opinion of the pedagogical worth of technology and perceiving the tool as being useful for enhancing Mathematic education. However, only a minority was really using technology in their teaching practices. Teachers reiterated the need to be adequately trained in the pedagogical integration of Information and Communication Technology (ICT), insisted on the provision of better computer services in schools, including access to the Internet and solicited the support of parents to accompany their children in their studies. A revised theoretical model was drawn based on the Technology Acceptance Model (TAM) and unified theory of acceptance and use of technology (UTAUT) models, and the two ICT related variables that caused significant variances in technology usage were perceived ease of use and facilitating conditions.

Keywords

ICT integration
mathematics education
TAM
teachers’ beliefs
UTAUT

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 16, Issue 6, June 2020, Article No: em1845

https://doi.org/10.29333/ejmste/7803

Publication date: 21 Feb 2020

Article Views: 11830

Article Downloads: 11393

Open Access References How to cite this article

References

Aslan, A., & Zhu, C. (2016). Investigating variables predicting Turkish pre-service teachers’ integration of ICT into teaching practices. British Journal of Educational Technology, 48(2), 552-570. https://doi.org/10.1111/bjet.12437
Balanskat, A., Blamire, R., & Kefala, S. (2006). A review of studies of ICT impact on schools in Europe: European Schoolnet. Retrieved from http://ec.europa.eu/education/pdf/doc254_en.pdf
Bandura, A. (1982). Self-Efficacy Mechanism in Human Agency. American Psychologist, 37(2), 122-147. https://doi.org/10.1037/0003-066X.37.2.122
Bingimlas, K. A. (2009). Barriers to the successful integration if 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
Bozkurt, G. (2016). Mathematics teachers and ICT: Factors affecting pre-service use in school placements. International Journal of Research in Education and Science, 2(2), 453-468. https://doi.org/10.21890/ijres.16161
Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd ed.). Hillsdale NJ: Erlbaum.
Davis, F. (1985). A technology acceptance model for empirically testing new end-user Information systems: theory and results. MIT Sloan School of Management: Cambridge.
Davis, F. D., Bagozzi, R. P., & Warshaw, P.R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982-1003. https://doi.org/10.1287/mnsc.35.8.982
Denscombe, M. (2013). The Good Research Guide (4th ed.). Open University Press.
Enayati, T., Modanloo, Y., & Kazemi, F.S.M. (2012). Teachers’ attitudes towards the use of technology in education. Journal of Basic and Applied Scientific Research, 2(11), 10958-10963.
Ensminger, D. C. (2016). Technology Planning in Schools. In N. Rushby, & D. W. Surry (Eds.), The Wiley Handbook of Learning Technology (p. 461). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118736494.ch24
Ertmer, P. A. (1999). Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration. Educational Technology Research and Development, 47(4), 47-61. https://doi.org/10.1007/BF02299597
Estes, M., Ingram, R., & Lin, J. C. (2014). A review of Flipped Classroom Research, Practice and Technologies. International Higher Education Teaching and Learning Association, 4. Retrieved from www.Hetl.org
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behaviour: An introduction to theory and research. Reading, MA: Addison-Wesley.
Javidniaa, M., Nasirib, S., & Kiani F.J. (2012). Identifying factors affecting acceptance of new technology in the industry using hybrid model of UTAUT and FUZZY DEMATEL. Management Science Letters, 2. Retrieved from http://www.growingscience.com/msl/Vol2/msl_2012_196.pdf
Kaleli-Yilmaz, G. (2015). The Views of Mathematics Teachers on the Factors Affecting the Integration of Technology in Mathematics Courses. Australian Journal of Teacher Education, 40(8). https://doi.org/10.14221/ajte.2015v40n8.8
Lala, G. (2014). The Emergence and Development of the Technology Acceptance Model (TAM). Marketing from Information to Decision, 7, 149-160.
Lowyck, J. (2014). Bridging learning theories and technology-enhanced environments: A critical appraisal of its history. In Handbook of research on educational communications and technology (pp. 3-20). New York: Springer. https://doi.org/10.1007/978-1-4614-3185-5_1
Matthews, B., & Ross, L. (2010). Research Methods. New York, NY: Pearson Longman.
McCombs, B.L. (2000). Assessing the Role of Educational Technology in the Teaching and Learning Process: a learner-centered perspective. Paper presented at Secretary’s Conference on Educational Technology: measuring the impacts and shaping the future, Washington, DC, 11-12 September. ERIC Document Reproduction Service, ED 452 830.
Niess, M. L. (2006). Guest Editorial: Preparing teachers to teach Mathematics with technology. Contemporary Issues in Technology and Teacher Education, 6(2). Retrieved from http://www.citejournal.org/vol6/iss2/mathematics/article1.cfm
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
Somelch, B. (2008). Factors affecting teachers’ pedagogical adoption of ICT. In J. Voogt, & G. Knezek (Eds.). International Handbook of Information technology in primary and secondary education (pp. 449-460). New York, NY: Springer.
Svendsen, G. B., Johnsen, J. K., Almas-Sorensen, L., & Vitterso, J. (2013). Personality and technology acceptance: the influence of personality factors on the core constructs of the technology acceptance model. Behaviour & Information Technology, 32(4), 323–334. https://doi.org/10.1080/0144929X.2011.553740
Uluyol, C., & Sahin, S. (2016). Elementary school teachers’ ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology, 47(1), 65-75. https://doi.org/10.1111/bjet.12220
Venkatesh, V., Morris, M.G., Davis, F. D., & Davis, G.B. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27, 425-478. https://doi.org/10.2307/30036540
Whitehead, B. M., Jensen, D. F., & Boschee, F. (2003). Planning for Technology: A Guide for School Administrators, Technology Coordinators, and Curriculum Leaders. Thousand Oaks: Corwin Press.
Yalcin, S. A., Kahraman, S., & Yilmaz, Z. A. (2011). Primary school teachers of instructional technologies self-efficacy levels. Procedia-Social and Behavioral Sciences, 28, 499-502. https://doi.org/10.1016/j.sbspro.2011.11.096
Zelkowski, J., Gleason, J., Cox, D. C., & Bismark, S. (2013). Developing and Validating a Reliable TPACK Instrument for Secondary Mathematics Preservice Teachers. Journal of Research on Technology in Education, 46(2), 173-206. https://doi.org/10.1080/15391523.2013.10782618

How to cite this article

APA

Perienen, A. (2020). Frameworks for ICT Integration in Mathematics Education - A Teacher’s Perspective. Eurasia Journal of Mathematics, Science and Technology Education, 16(6), em1845. https://doi.org/10.29333/ejmste/7803

Vancouver

Perienen A. Frameworks for ICT Integration in Mathematics Education - A Teacher’s Perspective. EURASIA J Math Sci Tech Ed. 2020;16(6):em1845. https://doi.org/10.29333/ejmste/7803

AMA

Perienen A. Frameworks for ICT Integration in Mathematics Education - A Teacher’s Perspective. EURASIA J Math Sci Tech Ed. 2020;16(6), em1845. https://doi.org/10.29333/ejmste/7803

Chicago

Perienen, Appavoo. "Frameworks for ICT Integration in Mathematics Education - A Teacher’s Perspective". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 6 (2020): em1845. https://doi.org/10.29333/ejmste/7803

Harvard

Perienen, A. (2020). Frameworks for ICT Integration in Mathematics Education - A Teacher’s Perspective. Eurasia Journal of Mathematics, Science and Technology Education, 16(6), em1845. https://doi.org/10.29333/ejmste/7803

MLA

Perienen, Appavoo "Frameworks for ICT Integration in Mathematics Education - A Teacher’s Perspective". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 6, 2020, em1845. https://doi.org/10.29333/ejmste/7803