The Importance of Teachers’ Need for Cognition in Their Use of Technology in Mathematics Instruction

Abstract

Modern technology offers an increasing number of tools for teaching mathematics, but technology adoption in schools encounters many barriers. The Technology Acceptance Model explains that technology usage is dependent on intentions, which rest on perceived ease of use and perceived usefulness. Less is known about the relationship between intentions and actual behavior. In the current study we show that the level of cognitive investment on the part of the teachers, captured by the construct of Need for Cognition (NC), is crucial in the use of technology in mathematical instruction, while controlling for a variety of background factors. Furthermore NC moderates the relationship between intentions and technology use, such that high NC weakens the relationship between the perceived usefulness of technology in pedagogy and its actual use.

The role of cognitive motivation and self-regulation in coping with occupational demands

“…Thus, in this study it could be shown, that this aspect is also reflected in the occupational context. Small positive associations between COM, SR and experience of social support (Study 1) could be found, which is in line with findings by Tanas et al (2020) and stresses COM and SR as resources also in terms of social variables.…”

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

“…Similarly, [27] affirmed that teachers are motivated if they receive support from the Educational Centre, considered as institutional determinants in the didactics of mathematics [2]. In contrast, a lack of support, especially from the management team, combined with low motivation on the part of the students, is associated with the burnout of teaching staff and abandonment of the teaching role [25]. Nevertheless, in line with the results for the indicators MTA and FCD used in this study, various authors have proposed that the use of ICT improves student learning and performance [23,43].…”

“…However, the support perceived by the teacher drives the incorporation of pedagogical ICT resources [25]. Furthermore, digital competence and motivation are correlated with their integration in the classroom [26].…”

Jenseits von Professionswissen: Eine systematische Überblicksarbeit zu einstellungs- und motivationsbezogenen Einflussfaktoren auf die Nutzung digitaler Technologien im Unterricht

“…keinen signifikanten Zusammenhang zwischen der extrinsischen Zielorientierung und der tatsächlichen Nutzung digitaler Technologien im Unterricht fest. Bai et al (2019) und Tanas et al (2020) untersuchten jeweils den Zusammenhang von Interesse und Nutzungsintention bzw. Kognitionsbedürfnis und tatsächlicher Nutzung digitaler Technologien bei berufstätigen Lehrenden.…”