An exploration of acceptance of innovative computer use in teaching mathematics among pre-service class teachers and mathematics teachers

Abstract

Innovative computer use enables the strengthening and transformation of teaching practice. Notwithstanding, numerous studies have indicated that teachers do not use computers in teaching mathematics to a sufficient extent. This study was aimed at exploring the reasons for insufficient computer use by teachers, i.e. at examining the variables which may affect the acceptance of innovative computer use in teaching mathematics. Hence, the intention to use computers in teaching mathematics in primary school was explored on the sample of 455 pre-service class teachers and mathematics teachers from Serbia. The technology acceptance model was extended by external variables and the following were observed as the predictors of intention to use computers in teaching mathematics: students? attitudes towards computers, their perception of usefulness of computers in teaching mathematics, perceived ease of use, technological pedagogical content knowledge in mathematics, experience with use, subjective norms, technological complexity and content knowledge in mathematics. Structural equation modelling has shown that the proposed model had a good fit and that the selected variables were significant predictors of the intention to use computers. The proposed model explained 23.7% of variance in the intention to use computers. It has been shown that the intention to use computers is directly predicted by dominant technological pedagogical content knowledge in mathematics, students? attitudes towards computers and their experience, while it is indirectly predicted by perceived usefulness, subjective norm, technological complexity and content knowledge in mathematics. In accordance with the presented findings, the final part provides recommendations that may be beneficial for advancing the education of pre-service class teachers and mathematics teachers.

Examining the influence of pre-service teachers’ digital native traits on their technology acceptance: A Serbian perspective

“…This study revealed that five factors, DN, PEU, PU, TC, and SN, explained 27.1% of the variance in BI using structural equation modeling. All of the hypotheses concerning the key TAM variables were supported (H1 to H3), which is consistent with previous research in a variety of educational contexts (Liu et al, 2019;Milutinović, 2016;Pynoo et al, 2012;Teo & Milutinović, 2015).…”

“…Only a few studies have looked at the variables that impact Serbian pre-service teachers' intentions to utilize technology to date, mainly in the mathematics classroom (Milutinović, 2016;Teo & Milutinović, 2015;Teo et al, 2017). Researchers in Serbia, as well as those in other developing countries, are interested in knowing more about the important factors in implementing technology in the classroom (Mei et al, 2018;Teo et al, 2014;Kafyulilo et al, 2015).…”

“…Second, other factors, such as information literacy (Çoklar et al, 2017), TPCK and experience (Teo et al, 2017;Milutinović, 2016) or satisfaction, perceived voluntariness, and habit (Chen et al, 2015), might be included in the model to better explain pre-service teachers' intention to use technology in the future classroom.…”

Personalization Of Cyberspace In Terms Of Intercultural Students’ Interaction

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Personalisation of University E-Learning Environment as Linguodidactic Issue

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