ERIC Number: EJ1153795
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1049-4820
EISSN: N/A
Traditional vs. Innovative Uses of Computers among Mathematics Pre-Service Teachers in Serbia
Teo, Timothy; Milutinovic, Verica; Zhou, Mingming; Bankovic, Dragic
Interactive Learning Environments, v25 n7 p811-827 2017
This study examined pre-service teachers' intentions to use computers in traditional and innovative teaching practices in primary mathematics classrooms. It extended the technology acceptance model (TAM) by adding as external variables pre-service teachers' experience with computers and their technological pedagogical content knowledge (TPCK). Data collected from 226 participants revealed that the proposed model had a good fit for both traditional and innovative uses of computers. Structural equation modelling suggested that the established TAM variables, together with TPCK and experience, were significant determinants of pre-service teachers' intentions to use computers in teaching mathematics at both levels. The most dominant determinant of behavioural intention was TPCK, followed by attitude. The proposed model explained 22.7% of the variance in the use of computers in traditional teaching practices and 27.6% of the variance in the use of computers in innovative teaching practices. The implications for mathematics teaching are discussed in the final section.
Descriptors: Foreign Countries, Mathematics Education, Preservice Teacher Education, Preservice Teachers, Computer Uses in Education, Educational Technology, Teaching Methods, Mathematics Teachers, Student Attitudes, Technological Literacy, Pedagogical Content Knowledge, Structural Equation Models, Intention, Questionnaires, Usability, Video Technology, Hypothesis Testing, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Serbia
Grant or Contract Numbers: N/A