Research Article
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Year 2021, Volume 8, Issue 3, 136 - 155, 01.08.2021
https://doi.org/10.17275/per.21.58.8.3

Abstract

References

  • Albayrak Sari, A., Canbazoglu Bilici, S., Baran, E., & Ozbay, U. (2016). Investigating the relationship between teachers’ technological pedagogical content knowledge (TPACK) competencies and attitudes towards information and communication technologies. Educational Technology Theory and Practice, 6(1), 1-21.
  • Altın, H. M., & Kalelioğlu, F. (2015). Perceptions of students and teachers about FATIH project. Başkent University Journal of Education, 2(1), 89-105.
  • Ardıç, M. A., & İşleyen, T. (2017a). High school teachers’ levels of achieving technology integration and in-class reflections: The case of Mathematica. Universal Journal of Educational Research, 5(12B),1-17.
  • Ardıç, M. A., & İşleyen, T. (2017b). High school mathematics teachers’ views on computer-assisted mathematics instruction through computer algebra systems in Turkey. European Journal of Education Studies, [S.l.], mar. 2017. Doi: 10.5281/zenodo.345626
  • Ardıç, M. A., & İşleyen, T. (2017c). Secondary school mathematics teachers’ and students’ views on computer assisted mathematics instruction in Turkey: Mathematica example. Malaysian Online Journal of Educational Technology, 5(1), 46-64.
  • Avcı, Ü., Kula, A., & Haşlaman, T. (2019). Teachers’ opinions on technology that they want to integrate into the learning-teaching process. Acta Infologica, 3(1), 13-21.
  • Birgin, O., Uzun, K., & Akar, S. G. M. (2020). Investigation of Turkish mathematics teachers’ proficiency perceptions in using information and communication technologies in teaching. Education and Information Technologies, 25(1), 487-507.
  • Birkollu, S. S., Yucesoy, Y., Baglama, B., & Kanbul, S. (2017). Investigating the attitudes of pre-service teachers towards technology based on various variables. TEM Journal, 6(3), 578.
  • Bray, A., & Tangney, B. (2017). Technology usage in mathematics education research–A systematic review of recent trends. Computers & Education, 114, 255-273.
  • Buabeng-Andoh, C. (2012). Factors influencing teachersâ adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using ICT, 8(1), 136-155.
  • Çakır, R., & Oktay, S. (2013). Teachers’ use of technology as becoming information society. The journal of the Industrial Arts Education Faculty of Gazi University, 30, 35-54.
  • Çelik, V., & Yesilyurt, E. (2013). Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. Computers & Education, 60(1), 148-158.
  • Creswell, J.W., & Plano-Clark, V.L. (2011). Choosing a mixed methods design. In Designing and Conducting Mixed Methods Research (2nd ed.) (pp. 53-106). Thousand Oaks, CA: SAGE Publications, Inc.
  • Demirer, V., & Dikmen, C. H. (2018). Investigation of teachers' opinions concerning FATİH project in the context of technological pedagogical content knowledge. Elementary Education Online, 17(1).
  • Egan, A., FitzGibbon, A., & Oldham, E. (2013). Teacher Identified uses of technology in the classroom-an Irish cohort. In Society for Information Technology & Teacher Education International Conference (pp. 5034-5039). Association for the Advancement of Computing in Education (AACE).
  • 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.
  • 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, 423–435.
  • Field, A., 2009. Discovering statistics using SPSS. (3rd Edin.,). London: Sage
  • Göktas, Y., Gedik, N., & Baydas, O. (2013). Enablers and barriers to the use of ICT in primary schools in Turkey: A comparative study of 2005–2011. Computers & Education, 68, 211-222.
  • Hill, J. E., & Uribe-Florez, L. (2020). Understanding secondary school teachers’ TPACK and technology implementation in mathematics classrooms. International Journal of Technology in Education (IJTE), 3(1), 1-13.
  • Kağıtçıbaşı, Ç. (1999). Yeni insan ve insanlar sosyal psikolojiye giriş [New Person and people introduction to social psychology]. İstanbul: Evrim Publishing House.
  • Kalemoğlu Varol, Y. (2015). Predictive power of prospective physical education teachers’ attitudes towards educational technologies for their technological pedagogical content knowledge. International Journal of Progressive Education, 11(3), 7-19.
  • Kayalar, M. T. (2018). Examining pre-service teachers ‘attitudes and interests in technology in terms of various variables. Journal of Social And Humanities Sciences Research (JSHSR), 5(27), 2753-2760.
  • Keles, E., & Turan, E. (2015). Teachers’ opinions on increasing opportunities and improving technology movement (FATİH). Turkish Journal of Education, 4(2), 17-28.
  • Keleş, E., Öksüz, B. D., & Bahçekapılı, T. (2013). Teachers’ opinions regarding the use of technology in education: Fatih project example. Gaziantep University Journal of Social Sciences, 12(2).
  • Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-152.
  • MoNE, (2013). Ortaöğretim matematik dersi (9-12. Sınıflar) öğretim programı [Curriculum of secondary school mathematics lesson (9-12th classes)]. Retrieved on 20 July 2013 from http://ttkb.meb.gov.tr/program2.aspx?islem=1&kno=219.
  • MoNE, (2020). Movement of enhancing opportunities and improving technology (FATİH) Project. Retrieved on 17 February 2020 from http://fatihprojesi.meb.gov.tr/en/index.html.
  • Oskamp, S., & Schultz, P. W. (2005). Attitudes and opinions. New Jersey: Lawrence Erlbaum Associates.
  • Ottenbreit-Leftwich, A. T., Brush, T. A., Strycker, J., Gronseth, S., Roman, T., Abaci, S., Plucker, J. (2012). Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning?. Computers & Education, 59(2), 399-411.
  • Ottenbreit-Leftwich, A., Liao, J. Y. C., Sadik, O., & Ertmer, P. (2018). Evolution of teachers’ technology integration knowledge, beliefs, and practices: How can we support beginning teachers use of technology?. Journal of Research on Technology in Education, 50(4), 282-304.
  • Paşa, S., Bolat, Y., & Karataş, F. (2015). Changes of the chemistry teacher candidates’ attitudes towards and views about information and communication technologies: Chembiodraw application. Journal of Computer and Education Research, 3(6), 71-98.
  • Psycharis, S., Chalatzoglidis, G., & Kalogiannakis, M. (2013). Moodle as a learning environment in promoting conceptual understanding for secondary school students. Eurasia Journal of Mathematics Science & Technology Education, 9(1), 11-21.
  • Thinyane, H. (2010). Are digital natives a world-wide phenomenon? An investigation into South African first year students' use and experience with technology. Computers & Education, 55(1), 406-414.
  • Üstün, A., & Akman, E. (2015). Private school teachers' attitudes and ideas about the utilization of technological tools in education (the example of Samsun province). Journal of Educational Science, 3(4), 94-103.
  • Yavuz, S. (2005). Developing a technology attitude scale for pre-service chemistry teachers. Turkish Online Journal of Educational Technology-TOJET, 4(1), 17-25.
  • Yulisman, H., Widodo, A., Riandi, R., & Nurina, C. I. E. (2019). Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(2), 185-196.

Opinions and Attitudes of Secondary School Mathematics Teachers Towards Technology

Year 2021, Volume 8, Issue 3, 136 - 155, 01.08.2021
https://doi.org/10.17275/per.21.58.8.3

Abstract

The literature on the barriers encountered in the use of technology in education indicates that the internal barriers have a deterministic effect within this process. Therefore, it is important to determine the way teachers use technology as well as their opinions and attitudes towards technology in order to ensure effective use of technology in mathematics education. This study aims to determine the opinions and attitudes of secondary school mathematics teachers towards using technology in mathematics education. The convergent parallel design of a mixed methods study was used. The study included the participation of 57 teachers, who were determined on a voluntary basis using the convenience sampling method, from 22 different high schools in Turkey. A written opinion form and The Scale of Attitudes Towards Technology were used as data collection tools. The qualitative data obtained were analysed using descriptive and content analysis methods; quantitative data were analysed using multivariate analysis of variance. It was understood that the participants often used only smartboards in their lessons and they preferred teacher-centred classroom applications, which did not involve the hardware and software that allowed student interaction. It was found that the attitudes of mathematics teachers towards technology were “positive” which had a positive effect on using technology in lessons. It was observed that the attitudes of teachers towards technology did not change according to the training they received on using technology in lessons. It was concluded that the attitudes of teachers differed significantly across the scale or in various factors according to their age, the frequency of technology use in their lessons, the variety of hardware and software they use, and their opinions about the use of technology by the students. It can be argued that the positive attitudes of teachers towards technology had a positive effect on using technology in lessons.

References

  • Albayrak Sari, A., Canbazoglu Bilici, S., Baran, E., & Ozbay, U. (2016). Investigating the relationship between teachers’ technological pedagogical content knowledge (TPACK) competencies and attitudes towards information and communication technologies. Educational Technology Theory and Practice, 6(1), 1-21.
  • Altın, H. M., & Kalelioğlu, F. (2015). Perceptions of students and teachers about FATIH project. Başkent University Journal of Education, 2(1), 89-105.
  • Ardıç, M. A., & İşleyen, T. (2017a). High school teachers’ levels of achieving technology integration and in-class reflections: The case of Mathematica. Universal Journal of Educational Research, 5(12B),1-17.
  • Ardıç, M. A., & İşleyen, T. (2017b). High school mathematics teachers’ views on computer-assisted mathematics instruction through computer algebra systems in Turkey. European Journal of Education Studies, [S.l.], mar. 2017. Doi: 10.5281/zenodo.345626
  • Ardıç, M. A., & İşleyen, T. (2017c). Secondary school mathematics teachers’ and students’ views on computer assisted mathematics instruction in Turkey: Mathematica example. Malaysian Online Journal of Educational Technology, 5(1), 46-64.
  • Avcı, Ü., Kula, A., & Haşlaman, T. (2019). Teachers’ opinions on technology that they want to integrate into the learning-teaching process. Acta Infologica, 3(1), 13-21.
  • Birgin, O., Uzun, K., & Akar, S. G. M. (2020). Investigation of Turkish mathematics teachers’ proficiency perceptions in using information and communication technologies in teaching. Education and Information Technologies, 25(1), 487-507.
  • Birkollu, S. S., Yucesoy, Y., Baglama, B., & Kanbul, S. (2017). Investigating the attitudes of pre-service teachers towards technology based on various variables. TEM Journal, 6(3), 578.
  • Bray, A., & Tangney, B. (2017). Technology usage in mathematics education research–A systematic review of recent trends. Computers & Education, 114, 255-273.
  • Buabeng-Andoh, C. (2012). Factors influencing teachersâ adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using ICT, 8(1), 136-155.
  • Çakır, R., & Oktay, S. (2013). Teachers’ use of technology as becoming information society. The journal of the Industrial Arts Education Faculty of Gazi University, 30, 35-54.
  • Çelik, V., & Yesilyurt, E. (2013). Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. Computers & Education, 60(1), 148-158.
  • Creswell, J.W., & Plano-Clark, V.L. (2011). Choosing a mixed methods design. In Designing and Conducting Mixed Methods Research (2nd ed.) (pp. 53-106). Thousand Oaks, CA: SAGE Publications, Inc.
  • Demirer, V., & Dikmen, C. H. (2018). Investigation of teachers' opinions concerning FATİH project in the context of technological pedagogical content knowledge. Elementary Education Online, 17(1).
  • Egan, A., FitzGibbon, A., & Oldham, E. (2013). Teacher Identified uses of technology in the classroom-an Irish cohort. In Society for Information Technology & Teacher Education International Conference (pp. 5034-5039). Association for the Advancement of Computing in Education (AACE).
  • 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.
  • 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, 423–435.
  • Field, A., 2009. Discovering statistics using SPSS. (3rd Edin.,). London: Sage
  • Göktas, Y., Gedik, N., & Baydas, O. (2013). Enablers and barriers to the use of ICT in primary schools in Turkey: A comparative study of 2005–2011. Computers & Education, 68, 211-222.
  • Hill, J. E., & Uribe-Florez, L. (2020). Understanding secondary school teachers’ TPACK and technology implementation in mathematics classrooms. International Journal of Technology in Education (IJTE), 3(1), 1-13.
  • Kağıtçıbaşı, Ç. (1999). Yeni insan ve insanlar sosyal psikolojiye giriş [New Person and people introduction to social psychology]. İstanbul: Evrim Publishing House.
  • Kalemoğlu Varol, Y. (2015). Predictive power of prospective physical education teachers’ attitudes towards educational technologies for their technological pedagogical content knowledge. International Journal of Progressive Education, 11(3), 7-19.
  • Kayalar, M. T. (2018). Examining pre-service teachers ‘attitudes and interests in technology in terms of various variables. Journal of Social And Humanities Sciences Research (JSHSR), 5(27), 2753-2760.
  • Keles, E., & Turan, E. (2015). Teachers’ opinions on increasing opportunities and improving technology movement (FATİH). Turkish Journal of Education, 4(2), 17-28.
  • Keleş, E., Öksüz, B. D., & Bahçekapılı, T. (2013). Teachers’ opinions regarding the use of technology in education: Fatih project example. Gaziantep University Journal of Social Sciences, 12(2).
  • Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-152.
  • MoNE, (2013). Ortaöğretim matematik dersi (9-12. Sınıflar) öğretim programı [Curriculum of secondary school mathematics lesson (9-12th classes)]. Retrieved on 20 July 2013 from http://ttkb.meb.gov.tr/program2.aspx?islem=1&kno=219.
  • MoNE, (2020). Movement of enhancing opportunities and improving technology (FATİH) Project. Retrieved on 17 February 2020 from http://fatihprojesi.meb.gov.tr/en/index.html.
  • Oskamp, S., & Schultz, P. W. (2005). Attitudes and opinions. New Jersey: Lawrence Erlbaum Associates.
  • Ottenbreit-Leftwich, A. T., Brush, T. A., Strycker, J., Gronseth, S., Roman, T., Abaci, S., Plucker, J. (2012). Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning?. Computers & Education, 59(2), 399-411.
  • Ottenbreit-Leftwich, A., Liao, J. Y. C., Sadik, O., & Ertmer, P. (2018). Evolution of teachers’ technology integration knowledge, beliefs, and practices: How can we support beginning teachers use of technology?. Journal of Research on Technology in Education, 50(4), 282-304.
  • Paşa, S., Bolat, Y., & Karataş, F. (2015). Changes of the chemistry teacher candidates’ attitudes towards and views about information and communication technologies: Chembiodraw application. Journal of Computer and Education Research, 3(6), 71-98.
  • Psycharis, S., Chalatzoglidis, G., & Kalogiannakis, M. (2013). Moodle as a learning environment in promoting conceptual understanding for secondary school students. Eurasia Journal of Mathematics Science & Technology Education, 9(1), 11-21.
  • Thinyane, H. (2010). Are digital natives a world-wide phenomenon? An investigation into South African first year students' use and experience with technology. Computers & Education, 55(1), 406-414.
  • Üstün, A., & Akman, E. (2015). Private school teachers' attitudes and ideas about the utilization of technological tools in education (the example of Samsun province). Journal of Educational Science, 3(4), 94-103.
  • Yavuz, S. (2005). Developing a technology attitude scale for pre-service chemistry teachers. Turkish Online Journal of Educational Technology-TOJET, 4(1), 17-25.
  • Yulisman, H., Widodo, A., Riandi, R., & Nurina, C. I. E. (2019). Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(2), 185-196.

Details

Primary Language English
Subjects Education and Educational Research
Journal Section Research Articles
Authors

Mehmet Alper ARDIÇ (Primary Author)
ADIYAMAN ÜNİVERSİTESİ, FEN-EDEBİYAT FAKÜLTESİ
0000-0001-9816-4422
Türkiye

Thanks Early version of this study was presented at the 4th International Turkish Computer and Mathematics Education Symposium in İzmir, Turkey, September 26-28, 2019.
Publication Date August 1, 2021
Published in Issue Year 2021, Volume 8, Issue 3

Cite

APA Ardıç, M. A. (2021). Opinions and Attitudes of Secondary School Mathematics Teachers Towards Technology . Participatory Educational Research , 8 (3) , 136-155 . DOI: 10.17275/per.21.58.8.3