Research Article
Duong Huu Tong, Hoang Thi Nguyen, Tien-Trung Nguyen, Trinh Tuyet Thi Le, Xuan Mai Vo, Le Viet Minh Triet, Tang Minh Dung
CONT ED TECHNOLOGY, Volume 18, Issue 1, Article No: ep629
ABSTRACT
While information and communications technology (ICT) plays an increasingly pivotal role in transforming mathematics teaching and learning, the influence of teachers’ beliefs often acts as either a bridge or a barrier between technological possibilities and actual classroom practices. This study was conducted to determine the factors that influence teachers’ beliefs about incorporating ICT into mathematics teaching. Accordingly, a survey study with a quantitative analysis method using SPSS software was deployed through the use of questionnaires designed on the Likert scale (6 levels), with 422 secondary school teachers in 32 different provinces and cities in Vietnam participating in the feedback. The research findings indicate that self-efficacy beliefs and subjective norms from colleagues and students have a significant influence on secondary school teachers’ beliefs about integrating ICT into mathematics teaching. In contrast, beliefs about ICT support and subjective norms from superiors have a minimal influence on these beliefs. Based on the achieved results and existing limitations, the study proposes directions for teacher training and educational management, as well as new research directions for the future.
Keywords: teachers’ beliefs, ICT, factors, mathematics teachers, mathematics teaching
Research Article
Melike Ozudogru, Fatma Ozudogru
CONT ED TECHNOLOGY, Volume 10, Issue 1, pp. 1-24
ABSTRACT
With increasing global requirements for the use of technological tools and resources in K-12 settings, there is a need to examine the technological pedagogical content knowledge (TPACK) levels of mathematics teachers because technology use in class may enhance students’ engagement and motivation in learning mathematics. Hence, the purpose of this study was to develop and validate a TPACK scale to be used in investigating mathematics teachers’ knowledge levels in TPACK components, and investigate if mathematics teachers’ TPACK levels differed in terms of gender, teaching experience and level of school. This study is based on survey research design. Data were collected from 202 mathematics teachers in the spring semester of 2016-2017 academic year. MANOVA was used for data analysis. As a result of exploratory and confirmatory factor analysis, the TPACK instrument was developed as a valid and reliable 39-item 5-point Likert scale consisting of six scales: 1. Technological Knowledge, 2. Pedagogical Knowledge, 3. Content Knowledge, 4. Technological Content Knowledge, 5. Pedagogical Content Knowledge and 6. TPACK. The results also revealed that there were significant differences between gender and technological knowledge domain in favor of male teachers. However, it was found that teaching experience and level of school had no significant effect on TPACK domains.
Keywords: Technological pedagogical content knowledge, TPACK, Scale development, Mathematics teachers