Pre-Service Teachers’ Understanding and Attitudes Towards the Use of ICT in Teaching Mathematics
Chapter One
Objective of the study
The objective of the study is to investigate, analyze, and understand pre-service teachers’ attitudes, beliefs, and levels of technological proficiency related to the use of Information and Communication Technology (ICT) in the teaching of mathematics. Specifically, the study aims to achieve the following objectives:
- To determine the existing levels of technological competence among pre-service teachers in the context of mathematics education.
- To investigate pre-service teachers’ attitudes, beliefs, and perceptions regarding the integration of ICT tools and resources into mathematics instruction.
- To explore how pre-service teachers plan to integrate ICT into their future mathematics teaching practices and assess their pedagogical approaches.
CHAPTER TWO
REVIEWED OF RELATED LITERATIURE
INTRODUCTION
Globally, investment in ICT in education to improve teaching and learning has been welldocumented over the last three decades. Because of these substantial expenditures for new technologies in education, pre-service teacher education institutions are under pressure to prepare the prospective teachers to integrate these tools into the curriculum (Lim, Chan & Churchill, 2011). However, some research studies have shown that teachers are not using the technology for instructional purpose (Lim, Chai & Churchill, 2011; Lock, 2007). In particular, research provides strong evidence that the successful pedagogical use of ICT depends on teachers’ attitudes and acceptance towards technology (Hernández-Ramos, 2014; Luan & Teo, 2009; Teo, 2008). Goktas, Yildirim & Yildirim (2009) posited that teachers gain much needed skills and develop attitudes toward ICT usage during their pre-service teacher education programmes. This suggests that preservice teacher education institutions play a pivotal role in changing teachers’ attitude. Therefore, as Ghanaian pre-service teachers will begin their duties as teachers in the near future, their attitudes towards ICT usage for instructional purpose should be determined during their teacher training programmes. Ajzen & Fishbein (2000) defined attitude as a person’s predisposition to respond favourably or unfavourably to an object or event. In this study, it is about the Ghanaian pre-service teachers responding favourably or unfavourably to ICT usage for instructional purpose. Despite the earlier criticism that attitude has no significant influence on actual ICT use (Teo & Schalk 2009), a number of prominent researchers have pointed out that pre-service teacher’s attitude is a strong factor in determining their ICT usage (Davis, 2009; Hernández-Ramos, 2014; Teo, 2010). For example, Huang & Law (2005) contended that irrespective of the quality and sophistication of technology infrastructure in any educational institution, the extent to which it is adopted greatly depends on teachers having positive attitudes towards it. Similarly, a study by Kersaint, Horton, Stohl, & Garofalo (2003) found that pre-service teachers who showed positive attitudes towards ICT felt more comfortable with using ICT, and more inclined to integrate it into their teaching. In another study in Singapore’s pre-service teacher educational context, Teo (2009) concluded that negative attitudes towards ICT was a deterrent to using by the pre-service teachers in the learning environment. The implications of the findings from these studies are that, searching for factors that might best facilitate change in pre-service teachers’ attitudes at the initial stages of ICT adoption should not be overlooked. Knezek and Christensen (2002) in their analysis of several major cross-cultural studies surprisingly gave prominence to teachers’ attitudes over ICT skills, which most studies have reported as a prerequisite for ICT usage (Steketee, 2005; Unwin, 2006). They were of the view that pre-service teachers go through the process of ICT integration through a set of well-defined stages, which requires first, the users developing positive attitudes rather than acquisition of skills of the technology itself. It is, therefore, not surprising that some researchers such as Huang & Liaw (2005) and Myers & Halpin (2002) postulated that studying teachers’ attitudes should not be underestimated since it is a major predictor of their future classroom use of the technology. However, other researchers such as Gotkas, Yildirim & Yildirim, 2009 had disputed this assertion arguing that having a positive attitude towards ICT is not sufficient by itself to achieve effective and meaningful integration of ICT into classroom environment. Other important factors such as beliefs, self-confidence, technology knowledge, schools’ culture, access and leadership support play a pivotal role.
Literature that reveals influential determinants of student teachers’ attitudes about ICT incorporation already done by other researchers was reviewed. Ndawula et al., (2020), revealed that positive attitudes of student teachers at Kyambogo University toward the Internet related to increased computer use. End users with longer computer exposure time and more opportunities to use the computer on campus had favorable attitudes toward the use ICTs. Students with differing levels of computer experience tend to differ significantly in their preferences for Internet services. Students with more computer experience are in better control while online, compared to those with less experience. The experienced students appear more independent while online. Such participants will in general be sure of what they are searching for and can explore the web easily. Based on the outcomes of this study, students were urged to be encouraged to develop good mindsets about the incorporation of ICTs in instruction. Furthermore, Chukwudi et al., (2020), investigated the attitudes of mathematics student teachers’ towards the incorporation of ICT in mathematics instruction. The study employed a stratified random sampling technique. The data generated were analyzed using descriptive statistics to answer research questions. The study analysis revealed that student teachers exhibited strongly favorable attitudes about the incorporation of ICT in their instruction, with little influence from student teachers’ pedagogical perspectives toward ICT use in their future instructional practices. Another study by Justina Stella et al., (2017) investigated the attitudes of student teachers’ towards the incorporation of ICT in instruction. Data generated was analyzed using descriptive statistics. The study’s findings also reported that student teachers had a favorable attitude towards ICT as a medium of instruction. Based on the research outcome the authors suggest that teacher institutions of higher learning should incorporate ICT in mathematics instruction of pre-service teacher education to make it possible for them to practice it in their careers. In another study, Bower & Wittmann, (2009) assessed student teachers about their attitudes toward the incorporation of ICTs and their desire to employ them in their future professional careers. The results show that student teachers intend to employ ICTs in their subsequent classroom instruction. The authors further argue that these were directed by the instruction conditions, technological development in the lessons, and the student’s commitment, which leads to meaningful learning. Based on the research findings, the authors recommend that studies are needed to analyze the readiness of pre-service teachers to use ICT in teaching and learning mathematics. The study by Fook et al., (2011) examined student teachers’ attitudes towards their future practice regarding technology incorporation and the factors leading to such attitudes. Data was collected from seventy participants for practical attitude change measures. The findings showed that the student teachers have a favorable attitude, a moderate level of competency, and are adequately prepared in incorporating ICT in the classroom thereby improving the quality of education. These findings suggest that it is important that the incorporation of ICT into instruction be initially modeled by teachers in educational establishments, to inspire student teachers to incorporate it in their future ICTbased instruction. By modeling, the level of anxiety of student teachers in using ICT can be lowered. With the same objective, Lei, (2009) examined the experience, abilities, and knowledge of student teachers in ICT as well as their attitude toward the incorporation of ICT in instruction. The findings showed positive attitudes towards ICT incorporation in instruction among the respondents. Student teachers considered ICT to be a tool for improving their instructional practice and improving learning results. The author recommends that student teachers’ education programs, should include the use of particular ICTs, the provision of knowledge and skills for student teachers to establish effective links between ICT and their instructional practices; and the exposure to the various ICT instruments which can be used in their instruction. The above finding is consistent with the study by Teo, (2008). The author examined several factors, including age, computer skills and competence, and student teachers’ perceptions toward ICT incorporation into future instructional practice. The study was conducted using a five (5) point Likert scale to evaluate the population characteristics, ICT incorporation attitude, computer literacy, and confidence in the usage of digital education technologies. The study revealed a positive position for the participating student teachers about technology use in teacher education. They preferred to incorporate ICT in their courses because ICT made learning fun, and comprehensible and improved their performance. Furthermore, Joy Egede, (2021) carried out a study by assessing student teachers’ readiness to use ICT to teach. It also investigated the influence on attitudes towards ICT incorporation by student teachers’ intentions, computer competency and expertise, and content knowledge. A questionnaire was issued to student teachers, in their last year at University, while they also finished the internship and the course. The findings of the study revealed that the student teachers had a positive attitude and were willing to use ICT to teach in terms of awareness and motivation. A research finding by Aslan and Zhu, (2015), also points toward student teachers’ attitudes toward the incorporation of ICT in their practice. Their study was focused on the expected impact of ICT incorporation on student teachers’ attitudes and learning abilities; student teachers’ attitudes toward ICT incorporation and ICT incorporation conditions. The study found that the previous ICT experience of student teachers and their beliefs in the utilization of ICT for mathematical education had an impact on their attitudes on incorporating ICT into their future professions.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine pre-service teachers understanding and attitudes towards the use of ICT in teaching mathematics. Selected secondary schools in Uyo forms the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
DATA PRESENTATION
Table 4.2: Demographic profile of the respondents
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain pre-service teachers understanding and attitudes towards the use of ICT in teaching mathematics. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing pre-service teachers understanding and attitudes owards the use of ICT in teaching mathematics
Summary
This study was on pre-service teachers understanding and attitudes towards the use of ICT in teaching mathematics. Three objectives were raised which included; To determine the existing levels of technological competence among pre-service teachers in the context of mathematics education, to investigate pre-service teachers’ attitudes, beliefs, and perceptions regarding the integration of ICT tools and resources into mathematics instruction and to explore how pre-service teachers plan to integrate ICT into their future mathematics teaching practices and assess their pedagogical approaches.. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Uyo. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, this study highlights the dynamic nature of pre-service teachers’ understanding and attitudes towards ICT in mathematics education. While challenges exist, they are accompanied by opportunities for growth and improvement. Acknowledging the importance of technological proficiency and leveraging the identified facilitators can guide the development of targeted interventions and strategies. These strategies are essential for preparing pre-service teachers effectively and enriching the learning experiences of future mathematics students, who will undoubtedly benefit from the continued exploration and integration of technology in the classroom.
Recommendation
Based on the insights gained from this study on pre-service teachers’ understanding and attitudes towards the use of Information and Communication Technology (ICT) in teaching mathematics, several recommendations can be made to enhance the integration of technology into mathematics education and better prepare future educators:
- Strengthen Technology-Integrated Teacher Education Programs: Teacher education institutions should revamp their programs to include comprehensive technology-focused coursework and practical experiences. These programs should emphasize not only technological proficiency but also the pedagogical knowledge necessary for effective ICT integration
- Incorporate Ongoing Professional Development: Provide continuous professional development opportunities for both pre-service and in-service teachers. These programs should address the evolving landscape of educational technology, offering opportunities to deepen skills and adapt to emerging tools and practices
- Promote Mentorship and Collaboration: Establish mentoring programs that connect pre-service teachers with experienced educators proficient in ICT integration. Mentorship can provide guidance, offer valuable insights, and foster collaborative learning environments.
References
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