A Suggestion of a Framework: Conceptualization of the Factors That Affect Technology Integration in Mathematics Education

Abstract

The aim of this study is to identify the main factors that affected the process of technology integration in mathematics education. The methodological approach taken in this study is a structured grounded theory. The participants of the study included two secondary-school mathematics teachers, four students selected by the teachers, and two school administrators who were responsible for technology implementation. The data collection tools included two semi-structured interview forms based on a literature review, whose pilot studies were conducted, to identify the opinions of teachers, students and administrators separately. The data analysis method of the study was the constant comparative method that requires to collect data constantly and create codes and categories suggested by the grounded theory. For the analysis of the data, the qualitative data analysis software, MAXQDA 2020, was employed. Based on the findings of the study the factors that affected the process of technology integration in mathematics education were examined as teacher-driven and non-teacher driven factors. The results of the study highlighted that teachers were highly effective in the integration process. Therefore, 20 factors that affected the teachers were identified. These factors included perception of technology, technological awareness, self-confidence, planning and technological materials; and 9 factors that were related to non-teacher-driven aspects including physical conditions, administrative support, student readiness, economic situation, mathematics curriculum and mathematics curriculum approach. These factors were associated with each other, and a framework related to the factors that affected technology integration in mathematics education was suggested.

Leadership for Technology Integration in Teaching Mathematics: A Comparative Study Between Two Private Institutions

“…It was first introduced by Finn in the 1960s under the concept of instructional technology. Since then, related concepts have been introduced, such as educational technologies, information technologies, and information and communication technologies (Ince-Muslu & Erduran, 2021). We are now in the final phase of it -Technology Integration, which is referred to the incorporation of technology and technology-based practices into all teaching and learning-related activities (Wachira & Keengwe, 2011, as cited in Ince-Muslu & Erduran, 2021.…”

“…While mathematics education has significant implications for STEM education in general, the mathematics curriculum needs a reform that brings teaching and learning to a whole new level. Technology integration in teaching and learning mathematics helps develop critical and scientific thinking (Das, 2019), improve analytical and problem-solving skills (Mulenga & Eickelmann, 2017, as cited in Kek & Maat, 2020), and facilitate interpretation of mathematical concepts (Ince-Muslu & Erduran, 2021). Given the significance of maths, educational leaders are expected to play essential roles in improving maths teaching.…”

“…Gumus et al (2016) asserted that educational leaders play multiple roles in leading and managing an educational institution, including monitoring, implementing, and improving curriculum, while DeMatthews (2014) described educational leaders as "managers working with people and problems in highly complex and demanding environments" (DeMatthews, 2014, p. 193), implying that leadership is a significant determinant for the institutional success. While there is literature on leadership and curriculum change (see Govindasamy & Mestry, 2022;Harris et al, 2020;Leong, 2022;Xiong et al, 2019), leadership and innovative teaching (see O'Shea, 2021), innovative teaching in mathematics education (see Ince-Muslu & Erduran, 2021), there are not enough studies that investigate the leader's roles in technology integration in math education.…”

An empirical study on integrating technology into statistics classroom practice

“…Besides knowledge, Clark-Wilson and Hoyles (2019, p.347) also considered a teacher's personal orientations in terms of affective variables, i.e., "goal, attitudes, dispositions, beliefs, values, tastes, and preferences" in their "Technological Pedagogical Content Knowledge" model. All these three models cover most parts of the ZPD, and a few parts of the ZFM and ZPA, and posit the factors affecting integration of technology as echoed in the study of Ince-Muslu and Erduran (2021).…”

Using UTAUT model to assess the factors influencing the use of ICT in Ghanaian pre-tertiary mathematics education

“…Despite the benefits of ICT integration in mathematics education, studies from developing countries have shown that few teachers are truly integrating ICT into mathematics instruction (Agyei & Voogt, 2011). This calls for constant investigation into the factors that might positively influence such teachers' adaptation of ICT in the teaching and learning of mathematics (Ince-Muslu & Erduran, 2020;Perienen, 2020). However, factors such as teachers' pedagogical beliefs, computer anxiety, and attitudes of teachers have been considered crucial hurdles to ICT integration in education (Ruiz et al, 2022).…”