Traditional vs. Innovative Uses of Computers among Mathematics Pre-Service Teachers in Serbia

Autor/inn/en	Teo, Timothy; Milutinovic, Verica; Zhou, Mingming; Bankovic, Dragic
Titel	Traditional vs. Innovative Uses of Computers among Mathematics Pre-Service Teachers in Serbia
Quelle	In: Interactive Learning Environments, 25 (2017) 7, S.811-827 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Milutinovic, Verica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2016.1189943
Schlagwörter	Foreign Countries; Mathematics Education; Preservice Teacher Education; Preservice Teachers; Computer Uses in Education; Educational Technology; Teaching Methods; Mathematics Teachers; Student Attitudes; Technological Literacy; Pedagogical Content Knowledge; Structural Equation Models; Intention; Questionnaires; Usability; Video Technology; Hypothesis Testing; Statistical Analysis; Serbia + Suchen Sie Ihr Suchwort? Ausland; Mathematische Bildung; Lehramtsstudiengang; Lehrerausbildung; Computernutzung; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Technisches Wissen; Pädagogische Kompetenz; Fragebogen; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Serbien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01