Developing Mathematics Teachers' Attitude towards Technology Integration through School-Based Lesson Design Teams

Autor/inn/en	Njiku, Joseph; Mutarutinya, Védaste; Maniraho, Jean François
Titel	Developing Mathematics Teachers' Attitude towards Technology Integration through School-Based Lesson Design Teams
Quelle	In: International Journal of Information and Learning Technology, 40 (2023) 5, S.485-499 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Njiku, Joseph) ORCID (Maniraho, Jean François)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-06-2022-0131
Schlagwörter	Mathematics Teachers; Teacher Attitudes; Technology Integration; Lesson Plans; Teacher Collaboration; Foreign Countries; Teacher Competencies; Teacher Education; Secondary School Teachers; Tanzania + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lesson planning; Unterrichtsplanung; Lehrerkooperation; Ausland; Lehrkunst; Lehrerausbildung; Lehrerbildung; Tansania
Abstract	Purpose: This study aims to investigate the development of Mathematics teachers' attitudes towards technology integration through collaborative lesson design activities as part of professional development. Design/methodology/approach: The pre-and post-test for non-equivalent comparison groups quasi-experiment was adopted as the study design where 125 participants were distributed into three groups in Dar es Salaam -- Tanzania. Data analysis was done using gain in scores, t-test, split-plot analysis of variance, and eta-squared. Findings: Comparison across groups and between pre-intervention and post-intervention showed that collaborative lesson design activities have more potential to develop Mathematics teachers' attitudes than the isolated implementation of such activities. Relevant recommendations are provided. Practical implications: The study offers valuable insights for teacher education especially in-service training focussing on effective ways of developing teachers' competencies especially attitudes towards technology integration. Originality/value: Although lesson design studies are prevalent, majority have investigated the development of teachers' knowledge rather than attitude for integrating technology. Additionally, the study sheds light on attitude as a multidimensional construct thereby providing more insight into the subject. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01