FACTORS AFFECTING TEACHERS' TECHNOLOGY ACCEPTANCE AND USAGE FOR TEACHING MATHEMATICS

Date

2023-12-04

Author

Soydaş, Erkin

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The primary purpose of this study is to determine the acceptance and use of Information and Communication Technologies (ICT) in math teaching by primary school and middle and high school mathematics teachers. The research aims to identify teachers' perceptions regarding technology integration in mathematics education, specifically focusing on various factors such as “perceived usefulness,” “perceived ease of use,” “behavioral intention to use,” “behavioral intention,” “facilitation conditions,” “perceived enjoyment,” “self-efficacy,” “technological complexity,” “compatibility,” “anxiety,” and “subjective norms.” The study also seeks to examine how teachers' demographic characteristics affect these factors. To achieve this, a survey adapted from Ursavaş (2014) was administered during the 2022-2023 academic year, with participation from 230 teachers working at different school levels. The study’s results show that computer use experience significantly impacts teachers' technological complexity and anxiety, with increased self-efficacy associated with higher technology usage. Despite these findings, teachers' perceptions of technology did not significantly vary by gender, teaching level, or work experience, suggesting a generally consistent attitude toward technology integration. Notably, in-service ICT training correlated with improved perceived ease of use, though not necessarily with higher technological complexity scores. The results underscore that tailored training initiatives can enhance adeptness and self-confidence in leveraging technology for educational objectives. Professional development approaches should focus on technical expertise and emotional responses to Information and Communication Technology (ICT) in education while acknowledging individual differences.

Subject Keywords

technology integration, mathematics education, teachers' perceptions

URI

https://hdl.handle.net/11511/107741

Collections

Graduate School of Natural and Applied Sciences, Thesis