Chinese mathematics teachers’ TPACK and attitudes toward ICT integration in the post-pandemic era

Abstract

This study investigated primary mathematics teachers’ technological, pedagogical, and content knowledge (TPACK) and attitudes towards information and communication technology (ICT) integration in mainland China during the post-pandemic period. Quantitative data were collected through a web-based self-determined questionnaire. Statistical analysis was performed using independent sample t-tests, and Mann-Whitney U tests to assess gender and teaching experience in years. Spearman’s correlation test also examined the relationship between TPACK and teachers’ attitudes towards ICT integration. The findings revealed that most mathematics teachers had adequate non-technology-related knowledge but lacked technology-related knowledge. However, they were willing to incorporate digital technologies in their teaching after experiencing large-scale online teaching. There was no significant gender or teaching grade differences in TPACK, but teaching experience positively correlated with TPACK. The study emphasizes the importance of assessing teachers’ practical circumstances before introducing TPACK development programs. Finally, the implications for teachers, educators, and policymakers were discussed at the end of this paper.

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

“…Principals must play multiple roles to keep the institutions running, manage teachers and students, and implement and manage curriculum change. Technology integration in education is an idea far from new, but technology in teaching mathematics still faces various challenges (see Abdullah et al, 2016;Daher et al, 2018;Das, 2019;Li, 2023). The findings of this study showed that Rogers' Diffusion of Innovation model is an effective model for curriculum change involving the adoption of technology.…”

“…However, several factors affect the use of technology in math education, including teacher-driven and non-teacher-driven factors. Teacher-driven factors that influence technology integration in math education include teacher's beliefs and attitudes (Abdullah et al, 2016;Daher et al, 2018;Ince-Muslu & Erduran, 2021;Li, 2023); teachers' confidence in using technology (Abdullah et al, 2016;Ince-Muslu & Erduran, 2021), and teacher's technological, pedagogical, and content knowledge (TPACK) (Li, 2023). Non-teacher-driven factors include access to teacher training and professional development opportunities, access to resources and support required for technology integration (Abdullah et al, 2016;Das, 2019;Ince-Muslu & Erduran, 2021), and students' readiness and expectations (Ince-Muslu & Erduran, 2021).…”

Development and validation of the secondary mathematics teachers’ TPACK scale: A study in the Chinese context

“…TPACK framework enables teachers to navigate the digital landscape and employ technology to optimize mathematics teaching and learning experiences (Schmidt et al, 2009). Therefore, using a subject-oriented TPACK scale to evaluate teachers' knowledge to integrate digital technologies in teaching mathematics becomes crucial in the current era (Li, 2023). This study designed SMTTS to comprehensively measure secondary mathematics teachers' knowledge of integrating digital technologies in classroom teaching to fill the gap.…”

“…It allows for more accurate measurement of secondary mathematics teachers' TPACK competencies, ensuring that the scale adequately captures the knowledge and skills necessary for effective technology integration in mathematics education. By adopting a subject-oriented approach in the design of TPACK scale, researchers can gather more detailed insights into the specific technology integration practices and challenges faced by mathematics teachers (Li, 2023). SMTTS scale enables a more targeted approach to professional development and support initiatives, helping mathematics teachers enhance their abilities to integrate digital technologies into their instructional practices effectively.…”

“…Numerous educational research has utilized TPACK as a core theoretical framework to study the knowledge that both pre-service and in-service teachers require in order to integrate digital technology into teaching and learning effectively (Scott, 2021). Many researchers believe that TPACK framework defines the knowledge that teachers must have to integrate digital technology into their teaching practice effectively and enhance their knowledge (Harris & Hofer, 2011;Koh et al, 2010;Li, 2023;Voogt et al, 2013).…”