Profiling mathematics teacher educators' readiness for digital technology integration: evidence from Zambia

IF 2.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Mathematics Teacher Education Pub Date : 2024-09-04 DOI:10.1007/s10857-024-09657-z
Angel Mukuka, Jogymol Kalariparampil Alex
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Abstract

Research on Mathematics Teacher Educators (MTEs) is crucial for enhancing the professional development of prospective mathematics teachers. However, there is a dearth of recent studies focusing on MTEs’ preparedness for technology integration, particularly within the Zambian educational context, and the wider Sub-Saharan African region. This study assessed the readiness of MTEs in Zambia to effectively integrate digital technology into mathematics education, examining their perceived technological proficiency and familiarity, perceived usefulness, and perceived ease of use. Using a predominantly quantitative cross sectional research design, responses were gathered from 104 MTEs across 16 colleges of education and 12 universities in Zambia through an online semi-structured questionnaire. The findings revealed that, on average, MTEs exhibited low to moderate familiarity with various mathematics-related software applications, e-learning management systems, and web-based video conferencing tools. Although technological proficiency and perceived ease of use were somewhat lacking, MTEs demonstrated awareness of the value of digital technology and expressed willingness to ensure that preservice mathematics teachers acquire the necessary information and skills for technology integration in mathematics teaching and learning. Furthermore, willingness to use technology in the classroom was significantly predicted by perceived usefulness of, and proficiency with, various digital tools. The study also revealed that individuals tend to perceive technology as easier to use as they become more technologically proficient. In light of these findings, it is suggested that access to technological support not only enhances MTEs’ perception of technology’s ease of use but also positively influences their inclination to incorporate it into instructional strategies.

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分析数学教师教育者在数字技术整合方面的准备情况:来自赞比亚的证据
对数学教师教育者(MTEs)的研究对于促进未来数学教师的专业发展至关重要。然而,近期对数学教师教育者的技术整合准备情况的研究却很少,尤其是在赞比亚教育背景下,以及在更广泛的撒哈拉以南非洲地区。本研究评估了赞比亚数学教育工作者将数字技术有效融入数学教育的准备情况,考察了他们对技术熟练程度和熟悉程度的感知、对有用性的感知以及对易用性的感知。研究主要采用定量横断面研究设计,通过在线半结构式问卷调查,收集了赞比亚 16 所教育学院和 12 所大学 104 名数学教育工作者的答复。研究结果表明,平均而言,数学教育工作者对各种数学相关软件应用程序、电子学习管理系统和网络视频会议工具的熟悉程度处于中下水平。虽然技术熟练程度和易用性有所欠缺,但数学教育专家们表现出了对数字技术价值的认识,并表示愿意确保职前数学教师获得必要的信息和技能,以便将技术整合到数学教学中。此外,在课堂上使用技术的意愿在很大程度上受各种数字工具的实用性和熟练程度的影响。研究还显示,随着个人技术水平的提高,他们往往会认为技术更容易使用。鉴于这些研究结果,我们认为,获得技术支持不仅能增强流动专家组对技术易用性的感知,还能对他们将技术纳入教学策略的倾向产生积极影响。
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来源期刊
Journal of Mathematics Teacher Education
Journal of Mathematics Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.40
自引率
9.50%
发文量
35
期刊介绍: The Journal of Mathematics Teacher Education (JMTE) is devoted to research into the education of mathematics teachers and development of teaching that promotes students'' successful learning of mathematics. JMTE focuses on all stages of professional development of mathematics teachers and teacher-educators and serves as a forum for considering institutional, societal and cultural influences that impact on teachers'' learning, and ultimately that of their students. Critical analyses of particular programmes, development initiatives, technology, assessment, teaching diverse populations and policy matters, as these topics relate to the main focuses of the journal, are welcome. All papers are rigorously refereed. Papers may be submitted to one of three sections of JMTE as follows: Research papers: these papers should reflect the main focuses of the journal identified above and should be of more than local or national interest. Mathematics Teacher Education Around the World: these papers focus on programmes and issues of national significance that could be of wider interest or influence. Reader Commentary: these are short contributions; for example, offering a response to a paper published in JMTE or developing a theoretical idea. Authors should state clearly the section to which they are submitting a paper. As general guidance, papers should not normally exceed the following word lengths: (1) 10,000 words; (2) 5,000 words; (3) 3,000 words. Maximum word lengths exclude references, figures, appendices, etc. Critiques of reports or books that relate to the main focuses of JMTE appear as appropriate.
期刊最新文献
Mathematics teacher educators’ navigational expertise when designing multimodal representations of practice: a semiotic analysis Publishing mathematics education research in English: amplifying voices from the field Profiling mathematics teacher educators' readiness for digital technology integration: evidence from Zambia Research-based design of coaching for ambitious mathematics instruction Learning through teaching: novice mathematics teacher educators coping with unfamiliarity
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