Traditional vs. innovative uses of computers among mathematics pre-service teachers in Serbia. Issue 7 (3rd October 2017)

• Record Type: Journal Article
• Authors: Teo, Timothy; Milutinović, Verica; Zhou, Mingming; Banković, Dragić
• Is Part Of: Interactive learning environments. Volume 25:Issue 7(2017)
• Page Start: 811
• Page End: 827
• Publication Date: 2017-10-03
• Subjects: Innovative computer use -- teaching mathematics -- technology acceptance model -- technological pedagogical content knowledge -- traditional computer use; Educational technology -- United States -- Periodicals; 371.33
• DOI: 10.1080/10494820.2016.1189943
• Languages: English
• ISSNs: 1049-4820

Abstract

ABSTRACT: This study examined pre-service teachers' intentions to use computers in traditional and innovative teaching practices in primary mathematics classrooms. It extended the technology acceptance model (TAM) by adding as external variables pre-service teachers' experience with computers and their technological pedagogical content knowledge (TPCK). Data collected from 226 participants revealed that the proposed model had a good fit for both traditional and innovative uses of computers. Structural equation modelling suggested that the established TAM variables, together with TPCK and experience, were significant determinants of pre-service teachers' intentions to use computers in teaching mathematics at both levels. The most dominant determinant of behavioural intention was TPCK, followed by attitude. The proposed model explained 22.7% of the variance in the use of computers in traditional teaching practices and 27.6% of the variance in the use of computers in innovative teaching practices. The implications for mathematics teaching are discussed in the final section.