Integrating Educational Technology in Mathematics Education in Economically Disadvantaged Areas in South Africa

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH COMPUTERS IN THE SCHOOLS Pub Date : 2020-10-01 DOI:10.1080/07380569.2020.1830254

P. Saal, M. Graham, L. van Ryneveld

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引用次数: 3

Abstract

Abstract This qualitative case study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) created by Venkatesh, Morris, Davis, and Davis (2003) to investigate the elements that facilitate and hinder the integration of educational technology in mathematics education in economically disadvantaged areas of South Africa. Semi-structured interviews were conducted with two school leaders and three Grade 5 mathematics teachers from two smart schools, one in Gauteng and the other in the Western Cape Province, which were conveniently and purposefully selected. Additionally, one mathematics lesson was observed at each of these schools. To analyze the responses from interviews, content analyses were used. Findings showed that facilitating conditions such as adequate technological infrastructure and qualified information technology technicians influenced the actual teacher use of educational technology in mathematics instruction. However, social influence had the largest impact on these teachers’ integration of educational technology in mathematics education. Implications for practice are discussed.

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将教育技术融入南非经济困难地区的数学教育

摘要本定性案例研究采用了Venkatesh、Morris、Davis和Davis（2003）创建的技术接受和使用统一理论（UTAUT），以调查在南非经济困难地区促进和阻碍教育技术融入数学教育的因素。对来自豪登省和西开普省两所聪明学校的两名学校领导和三名五年级数学教师进行了半结构化访谈，这两所学校都是方便而有目的地选择的。此外，在这些学校中的每一所都有一节数学课。为了分析访谈中的回答，使用了内容分析。研究结果表明，适当的技术基础设施和合格的信息技术技术人员等便利条件影响了教师在数学教学中实际使用教育技术。然而，社会影响对这些教师在数学教育中融入教育技术的影响最大。讨论了对实践的启示。

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来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.