Technology Integration in Middle School Mathematics: Teachers' Perspectives, Challenges, and Opportunities through the SAMR Model

Abstract

This study explores the views and experiences of middle school mathematics teachers regarding technology integration. The research examines the teachers’ use of technology, the benefits of using technology, the challenges encountered, solutions to these challenges, and their suggestions for broader teacher support. In-depth interviews were conducted with nine teachers selected through snowball sampling using a qualitative research method. According to the findings, teachers use technology to make content more visible, enrich lessons, and involve students more. However, the analysis based on the SAMR model shows that teachers mostly use technology at the substitution and augmentation levels. The benefits of technology include improving students’ academic and affective development, making lessons more practical, and supporting teacher development. The challenges encountered were student-centered problems, teacher-based obstacles, time management problems, and technical/infrastructure problems. The solution suggestions include guidance, a preparation process, immediate problem-solving, and technical support. Teachers emphasized that technology use in schools was inadequate and suggested wider technology integration, such as seminars, motivational initiatives, project funding, administrative support, collaboration opportunities, better tool access, and increasing student technology use.

Keywords

• Technology Integration
• Technology Use
• Teacher’s Views
• Benefits
• Barriers
• SAMR Model

Thanks

This study is derived from my master’s thesis. My thesis advisor, Prof. Dr. Erdinç Çakıroğlu, played a significant role in shaping this work with his invaluable guidance and support. I am deeply saddened by his passing. I dedicate this work to the memory of my esteemed professor, Prof. Dr. Erdinç Çakıroğlu, whose academic contributions, inspiring approach, and kind spirit will always be remembered.

SAMR Modeli Bağlamında Ortaokul Matematik Eğitiminde Teknoloji Entegrasyonu: Öğretmen Görüşleri, Zorluklar ve Fırsatlar

Abstract

Bu çalışmanın amacı, ortaokul matematik öğretmenlerinin teknoloji entegrasyonuna ilişkin görüş ve deneyimlerini incelemektir. Araştırma, öğretmenlerin teknoloji kullanımını, teknoloji kullanımının faydalarını, karşılaşılan zorlukları, bu zorluklara yönelik çözümleri ve daha geniş öğretmen desteği için önerilerini incelemektedir. Nitel araştırma yöntemi kullanılarak kartopu örneklemesiyle seçilen dokuz öğretmenle derinlemesine görüşmeler yapılmıştır. Bulgulara göre, öğretmenler içeriği daha görünür kılmak, dersleri zenginleştirmek ve öğrencileri daha fazla dahil etmek için teknolojiyi kullanmaktadır. Ancak, SAMR modeline dayalı analiz, öğretmenlerin teknolojiyi çoğunlukla yerine geçme ve artırma düzeylerinde kullandığını göstermektedir. Teknolojinin faydaları arasında öğrencilerin akademik ve duyuşsal gelişimini iyileştirmek, dersleri daha pratik hale getirmek ve öğretmen gelişimi yer almaktadır. Karşılaşılan zorluklar, öğrenci merkezli sorunlar, öğretmen tabanlı engeller, zaman yönetimi sorunları ve teknik/altyapı sorunlarıdır. Çözüm önerileri ise rehberlik, hazırlık süreci, anında sorun çözme ve teknik desteği içermektedir. Öğretmenler, okullarda teknoloji kullanımının yetersiz olduğunu vurgulamış ve seminerler, motivasyonel girişimler, proje finansmanı, idari destek, iş birliği fırsatları, daha iyi araç erişimi ve öğrenci teknoloji kullanımını artırmak gibi daha geniş bir teknoloji entegrasyonunu önermişlerdir.

Keywords

• Teknoloji Entegrasyonu
• Teknoloji Kullanımı
• Öğretmen Görüşleri
• Faydalar
• Engeller
• SAMR Model

Thanks

Bu çalışma, yüksek lisans tezinden üretilmiştir. Tez danışmanım Prof. Dr. Erdinç Çakıroğlu’nun desteği ve rehberliği, bu çalışmanın şekillenmesinde büyük rol oynamıştır. Kendisini kaybetmenin derin üzüntüsü içerisindeyim. Bu çalışmayı, değerli akademik katkıları, ilham veren yaklaşımı ve insanlığıyla her zaman anacağım çok kıymetli hocam Prof. Dr. Erdinç Çakıroğlu’nun anısına ithaf ediyorum.

References

1. Agyei, D. D., & Voogt, J. (2011). ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana. Education and Information Technologies, 16(4), 423–439. https://doi.org/10.1007/s10639-010-9141-9
2. Akkaya, R. (2016). Research on the development of middle school mathematics pre-service teachers’ perceptions regarding the use of technology in teaching mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 12(4), 861–879. https://doi.org/10.12973/eurasia.2016.1257a
3. Bartilol, S. J., Egesa, M. K., & Yungungu, A. (2025). The relationship between teachers’ attitude and the integration of technology in the implementation of competency-based curriculum in primary schools in Keiyo-South sub-county, Kenya. European Journal of Education Studies, 12(11), 27-41. https://oapub.org/edu/index.php/ejes/article/view/6258
4. Beggs, T. A. (2000, April 9-11). Influences and Barriers to the Adoption of Instructional Technology [Paper presentation]. Mid-South Instructional Technology Conference, Murfreesboro, TN. https://www.learntechlib.org/p/90470/
5. Bekdemir, Y. (2024). The urgency of AI integration in teacher training: Shaping the future of education. Journal of Research in Didactical Sciences, 3(1), 37-41. https://doi.org/10.51853/jorids/15485
6. Binangbang, J. (2020). The Effect of the Substitution, Augmentation, Modification, and Redefinition Model on students’ writing skills. Middle Eastern Journal of Research in Education and Social Sciences, 1(2), 29–51. https://doi.org/10.47631/mejress.v1i2.131
7. Birişçi, S., & Uzun, S. Ç. (2014). Mathematics teachers’ views on interactive whiteboard use in their courses: A sample of Artvin province. Elementary Education Online İlköğretim Online, 13(134), 1278–1295. https://ilkogretim-online.org/index.php/pub/article/view/6299
8. Bozkurt, A., & Cilavdaroğlu, A. K. (2011). Matematik ve sınıf öğretmenlerinin teknolojiyi kullanma ve derslerine teknolojiyi entegre etme algıları. Kastamonu Eğitim Dergisi, 9(3), 859–870. https://dergipark.org.tr/tr/pub/kefdergi/issue/49049/625724

9. Clipa, O., Delibas, C. S., & Mâță, L. (2023). Teachers’ self-efficacy and attitudes towards the use of information technology in classrooms. Education Sciences, 13(1001), 1-14. https://doi.org/10.3390/educsci13101001
10. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
11. Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813–834. https://doi.org/10.3102/00028312038004813
12. Çelik, H. C., & Bindak, R. (2005). Sınıf öğretmenli̇ği̇ bölümü öğrenci̇leri̇ni̇n matemati̇ğe yöneli̇k tutumlarinin çeşi̇tli̇ deği̇şkenlere göre i̇ncelenmesi. Kastamonu Eğitim Dergisi, 13(2), 427–436. https://www.academia.edu/517261/
13. Duhaney, D. C. (2001). Teacher education: Preparing teachers to integrate technology. International Journal of Instructional Media, 28(1), 23-30. https://api.semanticscholar.org/CorpusID:150884028
14. Duque, R. de C. S., Monteiro, R. R., Loureiro, V. J. S., Nascimento, I. J. B. M. F. do, Placido, R. L., Silva, C. J. da, & Saraiva, M. do S. G. (2024). Training teachers to use technology: Artificial Intelligence (AI) and the new challenges facing education. Seven Editora, 277–286. https://doi.org/10.56238/sevened2024.003-019
15. Dvorak, J. D., & Buchanan, K. (2002, June 24-29). Using technology to create and enhance collaborative learning [Paper presentation]. ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications, Norfolk, VA. https://eric.ed.gov/?id=ED477001
16. Ekici, E., Ekici, F. T., & Kara, İ. (2012). Öğretmenlere yönelik bilişim teknolojileri öz-yeterlik algısı ölçeğinin geçerlik ve güvenirlik çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 31(31), 53–65. https://dergipark.org.tr/tr/pub/pauefd/issue/11112/132852
17. Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. https://doi.org/10.1007/BF02299597
18. Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435. https://doi.org/10.1016/j.compedu.2012.02.001
19. Francom, G. M. (2016). Barriers to technology use in large and small school districts. Journal of Information Technology Education: Research, 15, 577–591. https://doi.org/10.28945/3596
20. Francom, G. M. (2020). Barriers to technology integration: A time-series survey study. Journal of Research on Technology in Education, 52(1), 1-16. https://doi.org/10.1080/15391523.2019.1679055
21. Gaborek, K. (2024). Guidelines for in-service training of teachers in secondary schools in the Sokółka district. Scientific Journal of the Military University of Land Forces, 212(2), 53-74. https://doi.org/10.5604/01.3001.0054.7550
22. Goos, M., & Bennison, A. (2004, November 28-December 2). Teachers’ use of technology in secondary school mathematics classrooms [Paper presentation]. Annual Conference of the Australian Association for Research in Education, Melbourne, Australia. https://www.researchgate.net/publication/43458409
23. Gorman, M. (n.d.). The SAMR model of technology integration article. https://sacsteacher.weebly.com/uploads/3/1/9/1/31918433/the_samr_model_of_technology_integration_article.pdf
24. Hadley, M., & Sheingold, K. (1993). Commonalities and distinctive patterns in teachers' integration of computers. American Journal of Education, 101(3), 261-315. https://doi.org/10.1086/444044
25. Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The Substitution Augmentation Modification Redefinition (SAMR) Model: A critical review and suggestions for its use. TechTrends, 60(5), 433–441. https://doi.org/10.1007/s11528-016-0091-y
26. Harris, P., & Sullivan, M. F. (2000). Using technology to create a new paradigm for a learner-centered educational experience. Technos-Bloomington, 9(2), 35-36. https://link.gale.com/apps/doc/A65014465/AONE?u=anon~2365644f&sid=googleScholar&xid=ad8d363b
27. Howard, J., Fisher, Z., Kemp, A. H., Lindsay, S., Tasker, L. H., & Tree, J. J. (2022). Exploring the barriers to using assistive technology for individuals with chronic conditions: A meta-synthesis review. Disability and Rehabilitation: Assistive Technology, 17(4), 390-408. https://doi.org/10.1080/17483107.2020.1788181
28. Hsu, P. S. (2016). Examining current beliefs, practices, and barriers about technology integration: A case study. TechTrends, 60(1), 30–40. https://doi.org/10.1007/s11528-015-0014-3
29. Jones, A. (2004). A review of the research literature on barriers to the uptake of ICT by teachers. https://dera.ioe.ac.uk/id/eprint/1603/1/becta_2004_barrierstouptake_litrev.pdf
30. Jude, L., Kajura, M., & Birevu, M. (2014). Adoption of the SAMR model to assess ICT pedagogical adoption: A case of Makerere University. International Journal of E-Education, e-Business, e-Management and e-Learning, 4(2), 106-115. https://doi.org/10.7763/ijeeee.2014.v4.312
31. Keong, C. C., Horani, S., & Daniel, J. (2005). A study on the use of ICT in mathematics teaching. Malaysian Online Journal of Instructional Technology, 2(3), 43-51. https://www.researchgate.net/publication/228636180
32. Koştur, M., & Türkoğlu, H. (2017). Ortaokul matematik öğretmenlerinin matematik derslerinde akıllı tahta kullanımına ilişkin görüşleri. Başkent University Journal of Education, 4(1), 84–98. https://search.trdizin.gov.tr/tr/yayin/detay/258160
33. Kutluca, T., & Tum, A. (2018). Matematik öğretiminde akıllı tahtaların kullanımında karşılaşılan zorluklar. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(40), 183-208. https://doi.org/10.31795/baunsobed.492520
34. Medel, R., Guzmán, G., & Ramírez-Guillén, F. (2008). First record of Discoxylaria myrmecophila (Ascomycotina, Xylariales) from Veracruz with new reports from Jalisco, Morelos, and Nuevo Leon (Mexico). Mycotaxon, 106. https://www.researchgate.net/publication/281594244
35. Mejías, J. E. (2019, November 13-14). The SAMR model for using technology innovatively in the EFL classroom [Paper presentation]. Proceedings of the III English Teaching Congress, Huetar Northern Region, Costa Rica. https://www.researchgate.net/publication/344179185
36. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
37. Organisation for Economic Co-operation and Development. (2015). OECD Science, technology and industry scoreboard 2015: Innovation for growth and society. https://doi.org/10.1787/sti_scoreboard-2015-en
38. Pamuk, S. (2022). Investigation of teachers’ reflections on countrywide tablet pc and interactive white board initiative in Turkish schools. Participatory Educational Research, 9(1), 22–40. https://doi.org/10.17275/per.22.2.9.1
39. Pierce, R., & Ball, L. (2009). Perceptions that may affect teachers’ intention to use technology in secondary mathematics classes. Educational Studies in Mathematics, 71(3), 299–317. https://doi.org/10.1007/s10649-008-9177-6
40. Puentedura, R. R. (2006). Transformation, Technology, and Education. http://hippasus.com/resources/tte/puentedura_tte.pdf
41. Puentedura, R. R. (2010). SAMR and TPCK: Intro to advanced practice. http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice.pdf
42. Rosas, C., & Campbell, L. (2010). Who's teaching math to our most needy students? A descriptive study. Teacher Education and Special Education, 33(2), 102-113. https://doi.org/10.1177/0888406409357537
43. Rowe, C. M. (2014). Teacher behavior in the digital age: A case study of secondary teachers’ pedagogical transformation to a one-to-one environment [Doctoral dissertation] University of Pittsburgh.
44. Ruggiero, D., & Mong, C. J. (2015). The teacher technology integration experience: Practice and reflection in the classroom. Journal of Information Technology Education: Research, 14, 161–178. https://doi.org/10.28945/2227
45. Savignano, M. A. (2017). Educators’ perceptions of the substitution, augmentation, modification, redefinition model for technology integration [Doctoral dissertation] University of Northern Colorado.
46. Schoepp, K. (2005). Barriers to technology integration in a technology-rich environment. Learning and Teaching in Higher Education: Gulf Perspectives, 2(1), 56–79. https://doi.org/10.18538/lthe.v2.n1.02
47. Snoeyink, R., & Ertmer, P. A. (2001). Thrust into technology: How veteran teachers respond. Journal of Educational Technology Systems, 30(1), 85-111. https://doi.org/10.2190/YDL7-XH09-RLJ6-MTP1
48. Taş, B., Sevgi, S., & Bayazıt, İ. (2020). Ortaokul matemati̇k öğretmenleri̇ni̇n dersleri̇nde etki̇leşi̇mli̇ tahta kullanımına yöneli̇k görüşleri̇. Trakya Eğitim Dergisi, 11(1), 285–300. https://doi.org/10.24315/tred.707029
49. Taşçı, G., Yaman, M., & Soran, H. (2010). Biyoloji öğretmenlerinin öğretimde yeni teknolojileri kullanma durumlarının incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38(38), 267-278. https://dergipark.org.tr/en/pub/hunefd/issue/7798/102137
50. Tican, C., & Toksoy Gökoğlu, S. D. (2021). Ortaokul matematik öğretmenlerinin uzaktan eğitim matematik dersine ilişkin görüşleri. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 767-786. https://doi.org/10.21666/muefd.996395
51. Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-575. https://doi.org/10.1007/s11423-016-9481-2
52. Umay, A. (2003). Matematiksel muhakeme yeteneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24, 234–243. https://dergipark.org.tr/en/download/article-file/87843
53. Ural, A. (2015). Ortaokul matematik öğretmenlerinin bilgi iletişim teknolojisi ve psikomotor beceri kullanımlarının incelenmesi. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 6(1), 93-116. https://doi.org/10.16949/turcomat.18249
54. Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299-321. https://doi.org/10.1080/00220272.2012.668938
55. Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics teachers' perspectives. Journal of Science Education and Technology, 20(1), 17–25. https://doi.org/10.1007/s10956-010-9230-y
56. Wijaya, T. T., Rizki, L. M., Yunita, W., Salamah, U., Pereira, J., Zhang, C., Li, X., & Purnama, A. (2021). Technology integration to teaching mathematics in higher education during the coronavirus pandemic using the SAMR model. Journal of Physics: Conference Series, 2123(1), 1-6. https://doi.org/10.1088/1742-6596/2123/1/012043
57. Yazlık, D. Ö. (2019). Ortaokul matematik öğretmenlerinin matematik öğretiminde bilgi ve iletişim teknolojilerinin kullanımına yönelik görüşleri. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(4), 1682–1699. https://doi.org/10.17240/aibuefd.2019..-549044
58. Yılmaz, K., & Naci, S. (2017). Teachers’ perspectives on using smart boards and tablet pc in teaching. International Journal of Innovative Research in Education, 4(1), 17–27. https://doi.org/10.18844/ijire.v4i1.1255