Please use this identifier to cite or link to this item: https://scidar.kg.ac.rs/handle/123456789/9097
Title: An exploration of acceptance of innovative computer use in teaching mathematics among pre-service class teachers and mathematics teachers
Authors: Milutinović, Verica
Journal: Zbornik Instituta za Pedagoska Istrazivanja
Issue Date: 1-Jan-2016
Abstract: © 2016, Institute for Educational Research. All rights reserved. Innovative computer use enables the strengthening and transformation of teaching practice. Notwithstanding, numerous studies have indicated that teachers do not use computers in teaching mathematics to a sufficient extent. This study was aimed at exploring the reasons for insufficient computer use by teachers, i.e. at examining the variables which may affect the acceptance of innovative computer use in teaching mathematics. Hence, the intention to use computers in teaching mathematics in primary school was explored on the sample of 455 pre-service class teachers and mathematics teachers from Serbia. The technology acceptance model was extended by external variables and the following were observed as the predictors of intention to use computers in teaching mathematics: students’ attitudes towards computers, their perception of usefulness of computers in teaching mathematics, perceived ease of use, technological pedagogical content knowledge in mathematics, experience with use, subjective norms, technological complexity and content knowledge in mathematics. Structural equation modelling has shown that the proposed model had a good fit and that the selected variables were significant predictors of the intention to use computers. The proposed model explained 23.7% of variance in the intention to use computers. It has been shown that the intention to use computers is directly predicted by dominant technological pedagogical content knowledge in mathematics, students’ attitudes towards computers and their experience, while it is indirectly predicted by perceived usefulness, subjective norm, technological complexity and content knowledge in mathematics. In accordance with the presented findings, the final part provides recommendations that may be beneficial for advancing the education of pre-service class teachers and mathematics teachers.
URI: https://scidar.kg.ac.rs/handle/123456789/9097
Type: Article
DOI: 10.2298/ZIPI1602339M
ISSN: 05796431
SCOPUS: 85013667776
Appears in Collections:Faculty of Education, Jagodina
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