Investigation of Mathematics Pre-service Teachers’ Attitudes Towards Digital Technology in Terms of Demographic Variables
Öz
The role of technology continually increasing and its use is becoming no longer an option but inevitable in all fields of education. From teachers to students, technology literacy and the knowledge and skills to use it are now expected. Along with studies on the adequacy, skills, and approaches of students and educators from all levels regarding the use of technology, the attitudes of all these groups towards technology also fall under the scope of educational researchers. This study investigates whether the attitudes of pre-service mathematics teachers towards digital technology differ according to gender, university type, department, grade level and final grades in information technology courses, using statistical methods. The data set consists of the survey results of 440 mathematics pre-service teachers from two universities. According to the statistical results of the research, significant differences have been found in the attitudes of mathematics pre-service teachers towards digital technology in the sub-dimensions of technology use, conscious use of technology, and game-oriented use of technology, by gender; in the sub-dimensions of interest and willingness, technology use, and social media, by university type; and in the sub-dimensions of technology use and negative factors, based on the final grades of the information technology course. According to the data mining algorithms of the research, the branches generated by the Random Tree algorithm yielded the best results. According to the Random Tree algorithm, it was concluded that gender is the most dominant factor affecting the attitudes of mathematics pre-service teachers towards digital technology.
Anahtar Kelimeler
Mathematics pre-service teachers, attitude towards digital technology, statistical methods
Kaynakça
- Abidin, Z., Mathrani, A. & Hunter, R. (2018). Gender-related differences in the use of technology in mathematics classrooms Student participation, learning strategies and attitudes. The International Journal of Information and Learning Technology, 35(4), 266-284.
- Abbis, J. (2008). Rethinking the “problem”of gender and IT schooling: Discourses in literature. Gender and Education, 20(2), 153-165.
- Akçay, H., Tüysüz, C., Feyzioğlu, B. & Uçar, V. (2007). Bilgisayar destekli kimya öğretiminin öğrenci başarısı ve tutumuna etkisine bir örnek: ‘Radyoaktivite’. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 22, 98-106.
- Aksoğan, M. & Bulut Özek, M. (2020). Öğretmen adaylarının teknoloji yeterlilikleri ile teknolojiye bakış açısı arasındaki ilişki. Gümüşhane Üniversitesi Sosyal Bilimler Enstitüsü Elektronik Dergisi, 11(2), 301-311.
- Alakoç, Z. (2003). Matematik Öğretiminde teknolojik modern öğretim yaklaşımları. The Turkish Online Journal of Educational Technology, 2(1), 1303-6521.
- Ardıç, M. A. (2021). Ortaöğretim öğretmenlerinin eğitimde teknoloji kullanımına yönelik tutumlarının incelenmesi. Cumhuriyet International Journal of Education, 10(2), 649-675.
- Ardies, J. (2015). Students’ attitudes towards technology: A cross-sectional and longitudinal study in secondary education. University of Antwerpen.
- Ardies, J., De Maeyer, S. & Gijbelds, D. (2013). Reconstructing the pupils attitude towards technology-survey. Design and Technology Education: An International Journal, 18(1), 1360-1431.
- Arslan, E. H. & Bilgin, E. A. (2020). Matematik öğretiminde teknoloji kullanımı ve video ile öğretimin teknoloji tutumuna etkisi. Fen, Matematik, Girişimcilik ve Teknoloji Dergisi, 3(1), 41-50.
- Aydemir, B. (2017). Veri madenciliği yöntemleri kullanarak Meslek Yüksek Okulu öğrencilerinin akademik başarı tahmini. [Yayınlanmamış yüksek lisans tezi]. Pamukkale Üniversitesi.