Mathematics and science teachers: How their perceptions of their TPACK and use of technology interrelate

Ira Raveh; Irit Lavie; Iris Wagner-Gershgoren; Shirley Miedijensky; Ruti Segal; Anat Klemer

doi:10.29333/ejmste/15803

Full Text (PDF)

Ira Raveh ¹ ^* , Irit Lavie ² , Iris Wagner-Gershgoren ² , Shirley Miedijensky ² , Ruti Segal ² , Anat Klemer ³

More Detail

¹ Braude Academic College of Engineering, Karmiel, ISRAEL² Oranim Academic College of Education, Tivon, ISRAEL³ Western Galilee College, Acre, ISRAEL^* Corresponding Author

Abstract

The integration of information and communication technology (ICT) in mathematics and science (MAS) classrooms is not yet sufficient despite its advantages. This study investigates the perceptions of MAS teachers on ICT integration for presenting information and visual aids, inquiry, and assessment and compares it with their self-reported technological, pedagogical, and content knowledge (TPACK). The data was collected using an online quantitative questionnaire distributed using non-probabilistic sampling to 91 in-service teachers. The results show that teachers use ICT to a moderate extent for presenting information and for assessment and to a low extent for inquiry. There was a moderate correlation between teachers’ perceived TPACK and the extent of their ICT integration, and most frequently used forms of ICT were interactive presentations, video/image/animation, digital games, eBooks, digital practice apps, computerized environments, and widgets. The findings can be translated into practical aspects for implementation in pre- and in-service teacher training.

Keywords

information and communication technology
technology integration
technological pedagogical and content knowledge
in-service teachers

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 21, Issue 1, January 2025, Article No: em2565

https://doi.org/10.29333/ejmste/15803

Publication date: 02 Jan 2025

Article Views: 97

Article Downloads: 53

Open Access References How to cite this article

References

Agyei, D. D., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design. Australasian Journal of Educational Technology, 28(4). https://doi.org/10.14742/ajet.827
Alabdulaziz, M. S. (2021). COVID-19 and the use of digital technology in mathematics education. Education and Information Technologies, 26(6), 7609-7633. https://doi.org/10.1007/s10639-021-10602-3
Bakar, N. S. A., Maat, S. M., & Rosli, R. (2020). Mathematics teacher’s self-efficacy of technology integration and technological pedagogical content knowledge. Journal on Mathematics Education, 11(2), 259-276. https://doi.org/10.22342/jme.11.2.10818.259-276
Ball, L., Drijvers, P., Ladel, S., Siller, H. S., Tabach, M., & Vale, C. (Eds.). (2018). Uses of technology in primary and secondary mathematics education: Tools, topics and trends. Springer. https://doi.org/10.1007/978-3-319-76575-4
Çalik, M., Ebenezer, J., Özsevgeç, T., Küçük, Z., & Artun, H. (2014). Improving science student teachers’ self perceptions of fluency with innovative technologies and scientific inquiry abilities. Journal of Science Education and Technology, 24(4), 448-460. https://doi.org/10.1007/s10956-014-9529-1
Chien, S. P., & Wu, H. K. (2020). Examining influences of science teachers’ practices and beliefs about technology-based assessment on students’ performances: A hierarchical linear modeling approach. Computers & Education, 157. https://doi.org/10.1016/j.compedu.2020.103986
Clarke, I., Flaherty, T. B., & Yankey, M. (2006). Teaching the visual learner: The use of visual summaries in marketing education. Journal of Marketing Education, 28(3), 218-226. https://doi.org/10.1177/0273475306291466
Comi, S. L., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2017). Is it the way they use it? Teachers, ICT and student achievement. Economics of Education Review, 56, 24-39. https://doi.org/10.1016/j.econedurev.2016.11.007
Dogan, S., Dogan, N. A., & Celik, I. (2021). Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use. Education and Information Technologies, 26, 1311-1332. https://doi.org/10.1007/s10639-020-10310-4
Drijvers, P. (2018). Tools and taxonomies: A response to Hoyles. Research in Mathematics Education, 20(3), 229-235. https://doi.org/10.1080/14794802.2018.1522269
Drijvers, P. (2019). Head in the clouds, feet on the ground–A realistic view on using digital tools in mathematics education. In A. Büchter, M. Glade, R. Herold-Blasius, M. Klinger, F. Schacht, & P. Scherer (Eds.), Vielfältige Zugänge zum Mathematikunterricht (pp. 163-176). Springer. https://doi.org/10.1007/978-3-658-24292-3_12
Drijvers, P. H. M., Ball, L., Barzel, B., Heid, M. K., Cao, Y., & Maschietto, M. (2016). Uses of technology in lower secondary mathematics education: A concise topical survey. Springer. https://doi.org/10.1007/978-3-319-33666-4
Fuchsova, M., & Korenova, L. (2019). Visualisation in basic science and engineering education of future primary school teachers in human biology education using augmented reality. European Journal of Contemporary Education, 8(1), 92-102. https://doi.org/10.13187/ejced.2019.1.92
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(3), 393-416. https://doi.org/10.1080/15391523.2009.10782536
Hegedus, S. J., & Roschelle, J. (Eds.) (2013). The SimCalc vision and contributions: Democratizing access to important mathematics. Springer. https://doi.org/10.1007/978-94-007-5696-0
Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, Article 103897. https://doi.org/10.1016/j.compedu.2020.103897
Hoyles, C. (2018). Transforming the mathematical practices of learners and teachers through digital technology. Research in Mathematics Education, 20(3), 209-228. https://doi.org/10.1080/14794802.2018.1484799
Hoyles, C., Noss, R., Vahey, P., & Roschelle, J. (2013). Cornerstone mathematics: Designing digital technology for teacher adaptation and scaling. ZDM–Mathematics Education, 45(7), 1057-1070. https://doi.org/10.1007/s11858-013-0540-4
Inan, F., & Lowther, D. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58, 137-154. https://doi.org/10.1007/s11423-009-9132-y
Jankvist, U. T., Misfeldt, M., & Aguilar, M. S. (2019). What happens when CAS procedures are objectified? The case of “solve” and “desolve”. Educational Studies in Mathematics, 101(1), 67-81. https://doi.org/10.1007/s10649-019-09888-5
Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy, and technology acceptance model. Educational Technology & Society, 21(3), 48-59. http://www.jstor.org/stable/26458506
Kadıoğlu-Akbulut, C., Cetin-Dindar, A., Acar-Şeşen, B., & Küçük, S. (2023). Predicting preservice science teachers’ TPACK through ICT usage. Education and Information Technologies, 28, 11269-11289. https://doi.org/10.1007/s10639-023-11657-0
Kalogiannakis, M., Papadakis, S., & Zourmpakis, A. I. (2021). Gamification in science education. A systematic review of the literature. Education Sciences, 11(1), Article 22. https://doi.org/10.3390/educsci11010022
Kapici, H. O., & Akcay, H. (2019). Cognitive theories of learning on virtual science laboratories. In M. Shelley, & S. Ahmet Kiray (Eds.), Education research highlights in mathematics, science and technology 2019 (pp. 107-126). ISRES Publishing.
Karatza, Z. (2019). Information and communication technology (ICT) as a tool of differentiated instruction: An informative intervention and a comparative study on educators’ views and extent of ICT use. International Journal of Information and Education Technology, 9(1), 8-15. https://doi.org/10.18178/ijiet.2019.9.1.1165
Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). Lawrence Erlbaum Associates. https://doi.org/10.4324/9781315759630
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
Körtesi, P., Simonka, Z., Szabo, Z. K., Guncaga, J., & Neag, R. (2022). Challenging examples of the wise use of computer tools for the sustainability of knowledge and developing active and innovative methods in STEAM and mathematics education. Sustainability, 14(20), Article 12991. https://doi.org/10.3390/su142012991
Li, Q., & Ma, X. (2010). A meta-analysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review, 22(3), 215-243. https://doi.org/10.1007/s10648-010-9125-8
Marbán, J. M., & Sintema, E. J. (2021). Pre-service teachers’ TPACK and attitudes toward integration of ICT in mathematics teaching. International Journal for Technology in Mathematics Education, 28(1), 37-46. https://doi.org/10.1564/tme_v28.1.03
Matherson, L. H., Wilson, E. K., & Wright, V. H. (2014). Need TPACK? Embrace sustained professional development. Teaching Performance, 81, 45–52.
McCulloch, A. W., Hollebrands, K., Lee, H., Harrison, T., & Mutlu, A. (2018). Factors that influence secondary mathematics teachers’ integration of technology in mathematics lessons. Computers & Education, 123, 26-40. https://doi.org/10.1016/j.compedu.2018.04.008
Ministry of Education. (2019). Directive No. 0238: Mathematics education in elementary and pre-primary education. Ministry of Education. https://apps.education.gov.il/mankal/Horaa.aspx?siduri=293#_Toc256000043
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
Mueller, J., Wood, E., Willoughby, T., Ross, C., & Specht, J. (2008). Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers & Education, 51(4), 1523-1537. https://doi.org/10.1016/j.compedu.2008.02.003
Nantschev, R., Feuerstein, E., González, R. T., Alonso, I. G., Hackl, W. O., Petridis, K., Triantafyllou, E., & Ammenwerth, E. (2020). Teaching approaches and educational technologies in teaching mathematics in higher education. Education Sciences, 10(12), Article 354. https://doi.org/10.3390/educsci10120354
National Research Council. (2013). Next generation science standards: For states, by states. The National Academies Press. https://doi.org/10.17226/18290
NCTM. (2008). The role of technology in the teaching and learning of mathematics. National Council of Teachers of Mathematics. http://www.nctm.org
Ocak, C., & Baran, E. (2019). Observing the indicators of technological pedagogical content knowledge in science classrooms: Video-based research. Journal of Research on Technology in Education, 51(1), 43-62. https://doi.org/10.1080/15391523.2018.1550627
Olsher, S., & Lavie, I. (2023). Design of tasks for assessment of generalization abilities of preservice teachers of elementary school mathematics. International Journal of Mathematical Education in Science and Technology, 54(5), 706-724. https://doi.org/10.1080/0020739X.2021.1962999
Ozudogru, M., & Ozudogru, F. (2019). Technological pedagogical content knowledge of mathematics teachers and the effect of demographic variables. Contemporary Educational Technology, 10(1), 1-24. https://doi.org/10.30935/cet.512515
Perienen, A. (2020). Frameworks for ICT integration in mathematics education: A teacher’s perspective. Eurasia Journal of Mathematics, Science and Technology Education, 16(6), Article em1845. https://doi.org/10.29333/ejmste/7803
Polly, D. (2014). Elementary school teachers’ use of technology during mathematics teaching. Computers in the Schools, 31(4), 271-292. https://doi.org/10.1080/07380569.2014.969079
Rakes, C. R., Stites, M. L., Ronau, R. N., Bush, S. B., Fisher, M. H., Safi, F., Desai, S., Schmidt, A., Andreasen, J. B., Saderholm, J., Amick, L., Mohr-Schroeder, M. J., & Viera, J. (2022). Teaching mathematics with technology: TPACK and effective teaching practices. Education Sciences, 12(2), Article 133. https://doi.org/10.3390/educsci12020133
Ritzhaupt, A. D., Dawson, K., & Cavanaugh, C. (2012). An investigation of factors influencing student use of technology in K-12 classrooms using path analysis. Journal of Educational Computing Research, 46(3), 229-254. https://doi.org/10.2190/EC.46.3.b
Rodríguez-Muñiz, L. J., Burón, D., Aguilar-González, Á., & Muñiz-Rodríguez, L. (2021). Secondary mathematics teachers’ perception of their readiness for emergency remote teaching during the COVID-19 pandemic: A case study. Education Sciences, 11(5), Article 228. https://doi.org/10.3390/educsci11050228
Schmid, M., Brianza, E., & Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115, Article 106586. https://doi.org/10.1016/j.chb.2020.106586
Segal, R., Biton, Y. (2024). Teaching and learning high-school mathematics via WhatsApp: teachers’ perspectives. Learning Environment Research, 1-29.‏ https://doi.org/10.1007/s10984-024-09508-x
Segal, R., Stupel, M., & Oxman, V. (2016). Dynamic investigation of loci with surprising outcomes and their mathematical explanations. International Journal of Mathematical Education in Science and Technology, 47(3), 443-462. https://doi.org/10.1080/0020739X.2015.1075613
Sever, S., Oguz-Unver, A., & Yurumezoglu, K. (2013). The effective presentation of inquiry-based classroom experiments using teaching strategies that employ video and demonstration methods. Australasian Journal of Educational Technology, 29(3). https://doi.org/10.14742/ajet.229
Shin, D. (2021). Teaching mathematics integrating intelligent tutoring systems: Investigating prospective teachers’ concerns and TPACK. International Journal of Science and Mathematics Education, 20, 1659-1676. https://doi.org/10.1007/s10763-021-10221-x
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Thurm, D., & Barzel, B. (2022). Teaching mathematics with technology: A multidimensional analysis of teacher beliefs. Educational Studies in Mathematics, 109(1), 41-63. https://doi.org/10.1007/s10649-021-10072-x
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), 555-575. https://doi.org/10.1007/s11423-016-9481-2
Torres-Madroñero, E. M., Torres-Madroñero, M. C., & Ruiz Botero, L. D. (2020). Challenges and possibilities of ICT-mediated assessment in virtual teaching and learning processes. Future Internet, 12(12), Article 232. https://doi.org/10.3390/fi12120232
Umugiraneza, O., Bansilal, S., & North, D. (2018). Exploring teachers’ use of technology in teaching and learning mathematics in KwaZulu-Natal schools. Pythagoras, 39(1). https://doi.org/10.4102/pythagoras.v39i1.342
Vries, P., Klaassen, R., Ceulemans, D., & Ioannides, M. (2018). Emerging technologies in engineering education: Do we need them and can we make them work? Centre for Engineering Education. https://doi.org/10.13140/RG.2.2.16595.84008
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANAS scales. Journal of Personality and Social Psychology, 54(6), Article 1063. https://doi.org/10.1037/0022-3514.54.6.1063
Willermark, S. (2018). Technological pedagogical and content knowledge: A review of empirical studies published from 2011 to 2016. Journal of Educational Computing Research, 56(3), 315-343. https://doi.org/10.1177/0735633117713114
Yang, K. L., Cheng, Y. H., Wang, T. Y., & Chen, J. C. (2023). Preservice mathematics teachers’ reasoning about their instructional design for using technology to teach mathematics. Asia-Pacific Journal of Teacher Education, 51(3), 248-265. https://doi.org/10.1080/1359866X.2023.2198116
Yao, X., & Zhao, J. (2022). Chinese mathematics teachers’ use of digital technologies for instruction: A survey study. Eurasia Journal of Mathematics, Science and Technology Education, 18(8), Article em2135. https://doi.org/10.29333/ejmste/12209
Zhan, Y., Yan, Z., Hong Wan, Z., Wang, X., Zeng, Y., Yang, M., & Yang, L. (2023). Effect of online peer assessment on higher-order thinking: A meta-analysis. British Journal of Educational Technology, 54(4), 817-8355. https://doi.org/10.1111/bjet.13310

How to cite this article

APA

Raveh, I., Lavie, I., Wagner-Gershgoren, I., Miedijensky, S., Segal, R., & Klemer, A. (2025). Mathematics and science teachers: How their perceptions of their TPACK and use of technology interrelate. Eurasia Journal of Mathematics, Science and Technology Education, 21(1), em2565. https://doi.org/10.29333/ejmste/15803

Vancouver

Raveh I, Lavie I, Wagner-Gershgoren I, Miedijensky S, Segal R, Klemer A. Mathematics and science teachers: How their perceptions of their TPACK and use of technology interrelate. EURASIA J Math Sci Tech Ed. 2025;21(1):em2565. https://doi.org/10.29333/ejmste/15803

AMA

Raveh I, Lavie I, Wagner-Gershgoren I, Miedijensky S, Segal R, Klemer A. Mathematics and science teachers: How their perceptions of their TPACK and use of technology interrelate. EURASIA J Math Sci Tech Ed. 2025;21(1), em2565. https://doi.org/10.29333/ejmste/15803

Chicago

Raveh, Ira, Irit Lavie, Iris Wagner-Gershgoren, Shirley Miedijensky, Ruti Segal, and Anat Klemer. "Mathematics and science teachers: How their perceptions of their TPACK and use of technology interrelate". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 1 (2025): em2565. https://doi.org/10.29333/ejmste/15803

Harvard

Raveh, I., Lavie, I., Wagner-Gershgoren, I., Miedijensky, S., Segal, R., and Klemer, A. (2025). Mathematics and science teachers: How their perceptions of their TPACK and use of technology interrelate. Eurasia Journal of Mathematics, Science and Technology Education, 21(1), em2565. https://doi.org/10.29333/ejmste/15803

MLA

Raveh, Ira et al. "Mathematics and science teachers: How their perceptions of their TPACK and use of technology interrelate". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 1, 2025, em2565. https://doi.org/10.29333/ejmste/15803