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Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

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  • Juan-Manuel Trujillo-Torres

    (Department of Didactics and School Organization, Faculty of Educational Sciences, Universidad de Granada (UGR), 18071 Granada, Spain)

  • Hossein Hossein-Mohand

    (Department of Pedagogy, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid (UAM), 28049 Madrid, Spain)

  • Melchor Gómez-García

    (Department of Pedagogy, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid (UAM), 28049 Madrid, Spain)

  • Hassan Hossein-Mohand

    (Department of Pedagogy, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid (UAM), 28049 Madrid, Spain)

  • María-Pilar Cáceres-Reche

    (Department of Didactics and School Organization, Faculty of Educational Sciences, Universidad de Granada (UGR), 18071 Granada, Spain)

Abstract

Digital self-efficacy and the amount of perceived support from the school can improve teachers’ motivation to increase the use of information and communication technology (ICT) in the classroom. Likewise, attitude, perception, gender, and experience of mathematics teachers are factors that influence their use of ICT. This study aimed to analyze the profiles of mathematics teachers, determine the existence of differences between them, and identify the sample size necessary to detect significant differences. A total of 73 high school teachers were included in this cross-sectional study. Teaching practice, ICT resources, ICT in the classroom, skills, and uses of ICT were assessed through a validated 19-item questionnaire. Statistical analysis revealed that the required sample to detect significant differences was 53 subjects. Further, 67.21% of the mathematics teachers surveyed in Melilla were younger than 40 years of age, and 62.30% had less than 6 years of teaching experience. In addition, 81.97 and 47.54% of mathematics teachers stated that they consider themselves to have sufficient ICT resources at home for their work and in the classroom, respectively. Through different clusters, mathematics teachers can be identified and classified according to their motivational and competence profiles in pedagogical and digital areas. In addition, young teachers with some teaching experience had positive perceptions of technology, as reflected by high scores in the motivation indicator for ICT.

Suggested Citation

  • Juan-Manuel Trujillo-Torres & Hossein Hossein-Mohand & Melchor Gómez-García & Hassan Hossein-Mohand & María-Pilar Cáceres-Reche, 2020. "Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function," Mathematics, MDPI, vol. 8(12), pages 1-17, December.
    • Handle: RePEc:gam:jmathe:v:8:y:2020:i:12:p:2158-:d:455837
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    References listed on IDEAS

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    1. Simon Calmar Andersen & Louise Beuchert & Helena Skyt Nielsen & Mette Kjærgaard Thomsen, 2020. "The Effect of Teacher's Aides in the Classroom: Evidence from a Randomized Trial," Journal of the European Economic Association, European Economic Association, vol. 18(1), pages 469-505.
    2. Comi, Simona Lorena & Argentin, Gianluca & Gui, Marco & Origo, Federica & Pagani, Laura, 2017. "Is it the way they use it? Teachers, ICT and student achievement," Economics of Education Review, Elsevier, vol. 56(C), pages 24-39.
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