A Cross-Country Comparison of Mathematics Teachers' Beliefs about Technology in Education

Autor/inn/en	Mothobi, Neo; Van Ryneveld, Linda; Graham, Marien A.
Titel	A Cross-Country Comparison of Mathematics Teachers' Beliefs about Technology in Education
Quelle	In: International Journal of Information and Communication Technology Education, 17 (2021) 4, Artikel 13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mothobi, Neo) ORCID (Graham, Marien A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-1876
Schlagwörter	Foreign Countries; Mathematics Teachers; Beliefs; Technology Uses in Education; Computer Uses in Education; Teacher Attitudes; Technology Integration; Barriers; Educational Improvement; Students; South Africa; Norway; Sweden; Saudi Arabia; Thailand; Singapore; United Arab Emirates + Suchen Sie Ihr Suchwort? Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computernutzung; Lehrerverhalten; Teaching improvement; Unterrichtsentwicklung; Student; Schüler; Schülerin; Studentin; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Norwegen; Schweden; Saudi-Arabien; Singapur; Vereinigte Arabische Emirate
Abstract	The purpose of this study was to determine how South African learners compared with their selected international counterparts according to their teachers' views. The analysis was based on predictor variables that are related to the use of computer activities in teaching and learning. These variables were extracted from the 2011 Trends in Mathematics and Science Study teachers' datasets and linked to the learners' data. The results revealed that regardless of the socio-economic status between South Africa and each of the countries, it could be claimed that some similarities can be fostered. Similarity does not imply being totally identical, but rather demonstrates which teachers responses between South Africa and each of the countries might have the same structure after the statistical analysis. The differences in teachers' beliefs between South Africa and all the countries provided vital information about the scope of possible classroom practice and teachers' inclination to different teaching approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01