Pre-service primary teachers’ views and use of technology in mathematics lessons

Pre-service teachers who are future practitioners of the curriculum cannot be considered independent of their views on education and technology. The goal of this study is to determine the use of technology and the opinions of pre-service primary teachers (PPTs) regarding the use of technology in cla...

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Main Authors: Muhammet Sahal, Ahmet Sukru Ozdemir
Format: Article
Language:English
Published: Association for Learning Technology 2020-08-01
Series:Research in Learning Technology
Subjects:
Online Access:https://journal.alt.ac.uk/index.php/rlt/article/view/2302/2716
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spelling doaj-6d0dd0e94b8d42a497c5e263d2b886ab2020-11-25T03:21:28ZengAssociation for Learning Technology Research in Learning Technology2156-70772020-08-0128011710.25304/rlt.v28.23022302Pre-service primary teachers’ views and use of technology in mathematics lessonsMuhammet Sahal0Ahmet Sukru Ozdemir1Department of Mathematics and Science Education, Yildiz Technical University, Istanbul, TurkeyDepartment of Mathematics and Science Education, Marmara University, Istanbul, TurkeyPre-service teachers who are future practitioners of the curriculum cannot be considered independent of their views on education and technology. The goal of this study is to determine the use of technology and the opinions of pre-service primary teachers (PPTs) regarding the use of technology in classroom activities in mathematics lessons. The research was conducted with 62 PPTs studying in a state university. The study is based on a case study. The PPTs designed and implemented activities with respect to the objective(s) in the primary school mathematics-teaching programme. These activities were observed and recorded in video. At the end of the semester, the opinion form prepared by the researchers was applied to the PPTs. Descriptive statistics, descriptive analysis and content analysis methods were used in the analysis of the data. According to the findings of the research, almost all of the PPTs expressed opinions about the positive and negative aspects of technology usage related to education. Furthermore, while 83.86% of the PPTs indicated that they wanted to use technology effectively in their professional lives in the future, only 19.35% of the observed activities benefited from the technology. PPTs advocated two main reasons for not using technology in classroom activities. The first was that concrete material is more effective where physical conditions are inadequate and the difficulty in accessing materials, especially at schools in rural areas. The second main reason concerned time constraints while following the curriculum.https://journal.alt.ac.uk/index.php/rlt/article/view/2302/2716primary mathematics educationtechnologyteacher educationclassroom activitytechnology integration
collection DOAJ
language English
format Article
sources DOAJ
author Muhammet Sahal
Ahmet Sukru Ozdemir
spellingShingle Muhammet Sahal
Ahmet Sukru Ozdemir
Pre-service primary teachers’ views and use of technology in mathematics lessons
Research in Learning Technology
primary mathematics education
technology
teacher education
classroom activity
technology integration
author_facet Muhammet Sahal
Ahmet Sukru Ozdemir
author_sort Muhammet Sahal
title Pre-service primary teachers’ views and use of technology in mathematics lessons
title_short Pre-service primary teachers’ views and use of technology in mathematics lessons
title_full Pre-service primary teachers’ views and use of technology in mathematics lessons
title_fullStr Pre-service primary teachers’ views and use of technology in mathematics lessons
title_full_unstemmed Pre-service primary teachers’ views and use of technology in mathematics lessons
title_sort pre-service primary teachers’ views and use of technology in mathematics lessons
publisher Association for Learning Technology
series Research in Learning Technology
issn 2156-7077
publishDate 2020-08-01
description Pre-service teachers who are future practitioners of the curriculum cannot be considered independent of their views on education and technology. The goal of this study is to determine the use of technology and the opinions of pre-service primary teachers (PPTs) regarding the use of technology in classroom activities in mathematics lessons. The research was conducted with 62 PPTs studying in a state university. The study is based on a case study. The PPTs designed and implemented activities with respect to the objective(s) in the primary school mathematics-teaching programme. These activities were observed and recorded in video. At the end of the semester, the opinion form prepared by the researchers was applied to the PPTs. Descriptive statistics, descriptive analysis and content analysis methods were used in the analysis of the data. According to the findings of the research, almost all of the PPTs expressed opinions about the positive and negative aspects of technology usage related to education. Furthermore, while 83.86% of the PPTs indicated that they wanted to use technology effectively in their professional lives in the future, only 19.35% of the observed activities benefited from the technology. PPTs advocated two main reasons for not using technology in classroom activities. The first was that concrete material is more effective where physical conditions are inadequate and the difficulty in accessing materials, especially at schools in rural areas. The second main reason concerned time constraints while following the curriculum.
topic primary mathematics education
technology
teacher education
classroom activity
technology integration
url https://journal.alt.ac.uk/index.php/rlt/article/view/2302/2716
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