Mathematics Teachers’ Acceptance of Ict in Teaching and Learning: An Extended Technology Acceptance Model

Abstract

The research sought to assess mathematics teachers’ acceptance of Information and Communication Technology (ICT) integration into teaching and learning at the secondary schools. This study was a cross-sectional survey that gathered data with structured questionnaire. The population was mathematics (core and elective) teachers of secondary schools within the Ashanti region of Ghana. Purposive sampling was used to select mathematics teachers from 41 secondary schools in the region. In all, there were 207 usable questionnaires for the study. Structural Equation Modelling (SEM) was run in Amos (v.23) to estimate the path coefficients of the various hypotheses, using Technology Acceptance Model (TAM). The study established that perceived ease of use predicted both perceived usefulness and attitude towards use; perceived usefulness predicted attitude towards use and behavioral intention; attitude towards use of technology predicted the behavioral intention to adopt technology in teaching and learning, while behavioral intention also predicted actual usage of ICT in teaching and learning of mathematics. As an extension to the original TAM, the study found school related factors as percussor to perceived usefulness and perceived ease of use. Similarly, ICT training was found to greatly influence perceived usefulness and perceived ease of use. Keywords: ICT, mathematics education, structural equation modelling, technology acceptance model

Examining the changes in mathematics teachers’ technology dispositions through GeoGebra-mediated professional development

“…Internal dispositions of teachers, such as their beliefs, attitudes, and knowledge, are crucial factors in their desire to use technology effectively (Mishra & Koehler, 2006;Thurm & Barzel, 2022). Continuous PD is required to enable teachers to develop these dispositions (Arthur, 2022;Mishra & Koehler, 2006). The current study set out to track the changes in teachers' dispositions (beliefs, attitudes, competence, and intention toward technology following their engagement in PD in which they designed and enacted GeoGebra-based mathematics lessons).…”

“…Technology competence goes beyond technical knowledge and abilities to include a wider sociocultural perspective (Falloon, 2020). Teachers’ technology competence is strongly correlated with prior PD training, and it is a key predictor of adopting technology for classroom activities (Arthur, 2022; Jung et al 2006).…”

“…It includes qualities, beliefs, and feelings one has about something (Vogt, 1997). Teachers' attitudes and intentions to use technology in their practices are influenced by their beliefs about its value and significance (Arthur, 2022). Ottenbreit-Leftwich et al (2018) discussed how cultural settings, educational views, and self-efficacy beliefs all affect how technology is used in teaching and learning.…”

“…A recent report indicates that mathematics teachers at senior high schools have relatively low preparedness and Information and Communications Technology (ICT) skills in using technology in their lessons (Agyei et al, 2022). Thus, the development of the dispositions of teachers is critical in using technology to provide students with an engaging mathematics learning environment (Arthur, 2022).…”

“…As earlier indicated, teachers’ disposition is critical in any curricula innovation (Arthur, 2022). Thus, answers to this research question make a modest contribution by providing some insights into how teachers’ technology disposition change when they are engaged in PD that deconstruct an inquiry-driven teaching approach mediated with GeoGebra.…”