Prospective Teachers' Perceptions, Reliance, and Barriers to ICT Integration in Mathematics Learning

Autor/inn/en	Zamir, Sharik; Ali, Hairat
Titel	Prospective Teachers' Perceptions, Reliance, and Barriers to ICT Integration in Mathematics Learning
Quelle	In: Journal of Education and Educational Development, 10 (2023) 1, S.7-25 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2310-0869
Schlagwörter	Preservice Teachers; Student Attitudes; Technology Uses in Education; Barriers; Technology Integration; Mathematics Education; Technological Literacy; Foreign Countries; Pakistan + Suchen Sie Ihr Suchwort? Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematische Bildung; Technisches Wissen; Ausland
Abstract	Prospective teachers' (PTs') ICT integration (ICTi) for learning math (LM) has been studied in the global context, however, it lacks in the local context. This study served to bridge the gap by exploring PTs': perceptions toward ICT competence and integration; reasons for relying on technology; and the challenges encountered while LM. The methodology was grounded in interpretivism, induction, mono-method-qualitative, case study, and cross-sectional components. The participants' selection was based on convenient and purposive techniques. Data were collected through semi-structured interviews (SSI) and focus group discussions (FGD) and were analyzed using thematic data analysis. The findings informed positive perceptions of PTs toward ICTi where the purpose of relying on technology varied across participants. Though ICTi was found important, still there are inherent challenges associated with its integration, for example, scanning online material, encoding math language, and limited awareness of mathematics application software. The recommendations necessitate the development of special programs to offer hands-on learning experiences along with mitigating challenges for the prospective teachers to integrate ICT for LM. Future researchers may focus on variables through the blended model of teaching and learning that impact the academic performance of students in a math course. (As Provided).
Anmerkungen	Institute of Business Management, Department of Education. Korangi Creek, Karachi-75190, Sindh, Pakistan. Tel: +92-21-111-002-004; Fax: +92-21-3509-0968; e-mail: education.journal@obm.edu.pk; Web site: http://jmsnew.iobmresearch.com/index.php/joeed/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01