Identifying Mathematics Teachers’ Difficulties in Technology Integration in Terms of Technological Pedagogical Content Knowledge (TPCK)

Abstract

A number of gaps were seen in the qualitative research on teachers using the TPCK model in our country, and this led us to conduct research focusing solely on Koehler and Mishra's TPCK model (2005). To this end, the purpose of this study is to identify the difficulties high-school teachers face when integrating technology into their classes, and understand the reasons for these difficulties within the framework of TPCK. The method used was the case study. The participants were five mathematics teachers. The data collection tools were lecture plans, class monitoring, semi-structured interviews and a focus group interview. The data analysis techniques used were document analysis, descriptive analysis, content analysis and speech analysis. The findings showed that the teachers have difficulties with components of TPCK (PB-PAB-TPAB) and that the difficulties they face in integrating technology into the teaching process can be sorted under five main headings: (1)Teaching without planning (2) Struggles to integrate different types of knowledge, (3) Lack of basic knowledge, (4) Errors in technological knowledge, (5) Lack of field-specific support. In order for the difficulties teachers face to be minimized, in-service training focusing on the use of technology needs to become more integrated, provide teachers with knowledge applicable to the classroom, and be given by experts in the field.

TPACK in ASEAN perspectives: Case study on Thai pre-service teacher

“…Educators concerned how to use and implement online learning and other technologies for education as well as nature of learners' learning in the current situations. TPACK is noted that integration technologies into content and instructional practices are suitable for new era of teaching and learning [7,16].…”

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

“…The availability of an individual who is responsible for technology-related issues and providing technical support to solve a problem immediately was considered as a factor that would affect the teacher's convenient use of technology. The lack of technical support was also mentioned in the studies of Snoeyink and Ertmer (2001), Ertmer (2005), Harris and Sullivan (2000), Yildirim (2007), and Erduran and Ince (2018). The framework also emphasized the role of "economic status" in technology use.…”

“…Similarly, Groff and Mouza (2008) examined the factors that affect technology integration under six components including politics, school, teacher, technology-based projects, student, and technology itself. Also, lack of time (Bauer & Kenton, 2005;Dvorak & Buchanan, 2002;Wachira & Keengwe, 2011), lack of technical support (Erduran & Ince, 2018), high costs (Dvorak & Buchanan, 2002;Ertmer, 2005;Wachira & Keengwe, 2011), and concerns of teachers (Zbiek & Hollebrands, 2008) were also identified as factors that play a role in technology integration. Furthermore, teachers' technological knowledge (Goos, 2005;Koehler & Mishra, 2009;Pierce & Stacey, 2013), pedagogical knowledge (Koehler & Mishra, 2009;Washira & Keengwe, 2011), content knowledge (Koehler & Mishra, 2009), and at the same time combination of these knowledge types (Goos, 2005;Koehler & Mishra, 2009;Washira & Keengwe, 2011) were considered as effective factors in this process.…”

Integrasi Teknologi dalam Pembelajaran Matematika: Belajar dari SAMR dan MAAAD

“…Di saat yang sama, hal ini menimbulkan kesenjangan antara kecanggihan teknologi dan literasi teknologi guru agar bisa terus mengikuti dan memaksimalkan perkembangan teknologi. Gap dari teknologi dan penguasaannya oleh guru dapat dilihat dari berbagai macam masalah dan kesulitan muncul mulai dari teknis sampai ke tahap perancangan pembelajaran (Erduran & Ince, 2018;Stein, Gurevich, & Gorev, 2020). Hambatan yang dialami guru bisa karena kendala untuk mengakses internet atau karena keterbatasan pengalaman dan kemampuan dalam menggunakan teknologi secara efektif dan fleksibel (Adedoyin & Soykan, 2020;Johns & Mills, 2021;Mailizar et al, 2020).…”