Perceptions That May Affect Teachers' Intention to Use Technology in Secondary Mathematics Classes

Technology is available and accessible in many mathematics classrooms. Adopting technology to support teaching and learning requires teachers to change their teaching practices. This paper reports the responses of a diverse cohort of 92 secondary mathematics teachers who chose to respond to an Austr...

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Bibliographic Details
Published in:Educational studies in mathematics 2009-07, Vol.71 (3), p.299-317
Main Authors: Pierce, Robyn, Ball, Lynda
Format: Article
Language:English
Subjects:
Australia
Barriers
Barriers to participation
Calculators
Computer algebra systems
Computer Attitudes
Computer software
Computer Uses in Education
Education
Educational Change
Educational Technology
Foreign Countries
Gender differences
Graphics calculators
ICT in education
Intention
Learning
Mathematics
Mathematics analysis software
Mathematics curricula
Mathematics Education
Mathematics Instruction
Mathematics Teachers
Mathematics teaching
Mathematics with Technology Perceptions Survey
Perceptual learning
Professional development
Resistance to change
Secondary education
Secondary School Mathematics
Secondary School Teachers
Surveys
Teacher Attitudes
Teacher behaviour
Teacher characteristics
Teachers
Teaching experience
Teaching Methods
Teaching practice
Technology
Technology Integration
Theory of Planned Behaviour (TPB)
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Summary:Technology is available and accessible in many mathematics classrooms. Adopting technology to support teaching and learning requires teachers to change their teaching practices. This paper reports the responses of a diverse cohort of 92 secondary mathematics teachers who chose to respond to an Australian state-wide survey (Mathematics with Technology Perceptions Survey) developed using a Theory of Planned Behaviour framework. The items discussed in this paper targeted mathematics teachers' perceptions of possible barriers and enablers to their intention to use technology in their teaching. The responses are varied but, overall, strength of agreement with enablers outweighed agreement with perceived barriers. However, it is clear that despite an overall positive attitude towards the use of technology for teaching mathematics, some perceived barriers to change are notable. It is, therefore, helpful if those responsible for professional development, promoting the use of technology, recognise and address these barriers as well as working to strengthening enablers.
ISSN:0013-1954
1573-0816
DOI:10.1007/s10649-008-9177-6