Literaturnachweis - Detailanzeige
| Autor/inn/en | Ince-Muslu, Burcin; Erduran, Ayten |
|---|---|
| Titel | A Suggestion of a Framework: Conceptualization of the Factors That Affect Technology Integration in Mathematics Education |
| Quelle | In: International Electronic Journal of Mathematics Education, 16 (2021) 1, (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Ince-Muslu, Burcin) ORCID (Erduran, Ayten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1306-3030 |
| Schlagwörter | Technology Integration; Grounded Theory; Mathematics Instruction; Secondary School Teachers; Mathematics Teachers; Teacher Attitudes; Secondary School Students; Self Esteem; Mathematics Curriculum; Teaching Methods; Educational Technology; Foreign Countries; Turkey |
| Abstract | The aim of this study is to identify the main factors that affected the process of technology integration in mathematics education. The methodological approach taken in this study is a structured grounded theory. The participants of the study included two secondary-school mathematics teachers, four students selected by the teachers, and two school administrators who were responsible for technology implementation. The data collection tools included two semi-structured interview forms based on a literature review, whose pilot studies were conducted, to identify the opinions of teachers, students and administrators separately. The data analysis method of the study was the constant comparative method that requires to collect data constantly and create codes and categories suggested by the grounded theory. For the analysis of the data, the qualitative data analysis software, MAXQDA 2020, was employed. Based on the findings of the study the factors that affected the process of technology integration in mathematics education were examined as teacher-driven and non-teacher driven factors. The results of the study highlighted that teachers were highly effective in the integration process. Therefore, 20 factors that affected the teachers were identified. These factors included perception of technology, technological awareness, self-confidence, planning and technological materials; and 9 factors that were related to non-teacher-driven aspects including physical conditions, administrative support, student-readiness, economic situation, mathematics curriculum and mathematics curriculum approach. These factors were associated with each other, and a framework related to the factors that affected technology integration in mathematics education was suggested. (As Provided). |
| Anmerkungen | International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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