Factors that influence secondary mathematics teachers' integration of technology in mathematics lessons

McCulloch, Allison W.; Hollebrands, Karen; Lee, Hollylynne S.; Harrison, Taylor; Mutlu, Ahmet

doi:10.1016/j.compedu.2018.04.008

Cited by 115 publications

(91 citation statements)

References 20 publications

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“…The framework demonstrated that "technological materials" also affected technology integration. Preparing technological materials, having an access to available materials, using and selecting them, and their association with the course objectives affected integration (McCulloch, Hollebrands, Lee, Harrison & Mutlu, 2018). According to Tosuntas et al (2019), in Turkey, the main source of the materials is EIN, yet, the quality and quantity of the materials are subject to another discussion.…”

Section: Results Discussion and Suggestionsmentioning

confidence: 99%

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

Ince-Muslu

Erduran

2020

INT ELECT J MATH ED

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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.

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Section: Results Discussion and Suggestionsmentioning

confidence: 99%

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

Ince-Muslu

Erduran

2020

INT ELECT J MATH ED

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“…While teachers must identify opportunities in which their learners can create meaningful artifacts that demonstrate their understanding of instructional material and its application, a limitation is the lack of discussion focused on the process of cultivating these types of production-oriented environments. To date, several scholars have stated that research on pedagogical reasoning and instructional design practices related to learning environments needs to encompass process just as much as the product (Henriksen et al 2016 ; Kopcha et al 2020 ; McCulloch et al 2018 ; Tondeur et al 2017 ). Nacu et al’s ( 2018 ) heuristics are somewhat confined to the capabilities of the learning management system; teachers will be more apt to integrate Nacu et al’s heuristics to support youth learners if they are also provided with strategies on how to integrate these behaviors into their pedagogical reasoning as well as how to generate solutions when working with a learning management system that is not conducive to supporting the learner support roles mentioned in the paper.…”

Section: Limitations and Constraints Posed By The Pandemicmentioning

confidence: 99%

Policy and contextual considerations for enabling learning support roles in digital environments

Stefaniak

2020

Education Tech Research Dev

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This paper is in response to Nacu et al.'s (Educ Technol Res Dev 66(4):1029-1049, 2018) guidelines to enable educators to fulfill learner support roles in online education from a contextual perspective and how their heuristic method can be utilized in today's current pandemic. It also explores how learner support roles can be leveraged to balance affordances offered by the learning environment and the learners themselves. Additionally, this paper discusses the implications for addressing social inequities in digital environments and education policy reform.

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“…Studies suggest a variance in gender attitudes towards technology-based learning, with some studies reporting a significant variance in attitudes (Gefen & Straub, 2000;Cai, Fan, & Du, 2017)which could lead to some schoolchildren disengaging with the learning activity -while others dismiss any attitudinal influence over technology-based learning strategies (Vanderheyden & Al-Azawei, Parslow, & Lundqvist, 2017). Further research and investigation into phenomena surrounding contemporary attitudes on technology-based learning should be considered of great importance given the increasing use of technology within secondary school environments (Montrieux, Vanderlinde, Schellens, & De Marez, 2015;McCulloch, Hollebrands, Lee, Harrison, & Mutlu, 2018).…”

Section: Gendermentioning

confidence: 99%

Project:Filter - Using Applied Games to Engage Secondary Schoolchildren with Public Policy

Reid¹

2019

JVWR

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Applied games present a twenty-first-century method of consuming information for a specific purpose beyond pure entertainment. Objectives such as awareness and engagement are often used as intended outcomes of applied games in alignment with strategic, organizational, or commercial purposes. Applied games were highlighted as an engagement-based outcome to explore noPILLS, a pan-European policy research project which presented policy pointers and suggested methods of interventions for reducing micropollution within the wastewater treatment process. This paper provides an assessment of a video game which was developed for the purpose of public engagement with policy-based research. The video game, Project:Filter, was developed as a means of communicating noPILLS to secondary school children in Scotland as part of a classroom-based activity. Knowledge development and engagement were identified using Interpretative Phenomenological Analysis to evidence topical awareness, depth of understanding, and suggested methods of intervention. Analysis of observations also provided insights into challenges surrounding logistics, pedagogy, social interactions, learning, and gender as contributing factors to the schoolchildren’s experiences of Project:Filter. The intention of this paper is two-fold: firstly, to provide an example of developing video games from policy-based research; and secondly, to suggest methods of phenomenological assessment for identifying play-based engagement.

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Factors that influence secondary mathematics teachers' integration of technology in mathematics lessons

Cited by 115 publications

References 20 publications

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

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

Policy and contextual considerations for enabling learning support roles in digital environments

Project:Filter - Using Applied Games to Engage Secondary Schoolchildren with Public Policy

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