Abstract
The aim of this study is to identify the main factors that affected the process of technology integration in mathematics education. The methodological approach taken in this study is a structured grounded theory. The participants of the study included two secondary-school mathematics teachers, four students selected by the teachers, and two school administrators who were responsible for technology implementation. The data collection tools included two semi-structured interview forms based on a literature review, whose pilot studies were conducted, to identify the opinions of teachers, students and administrators separately. The data analysis method of the study was the constant comparative method that requires to collect data constantly and create codes and categories suggested by the grounded theory. For the analysis of the data, the qualitative data analysis software, MAXQDA 2020, was employed. Based on the findings of the study the factors that affected the process of technology integration in mathematics education were examined as teacher-driven and non-teacher driven factors. The results of the study highlighted that teachers were highly effective in the integration process. Therefore, 20 factors that affected the teachers were identified. These factors included perception of technology, technological awareness, self-confidence, planning and technological materials; and 9 factors that were related to non-teacher-driven aspects including physical conditions, administrative support, student readiness, economic situation, mathematics curriculum and mathematics curriculum approach. These factors were associated with each other, and a framework related to the factors that affected technology integration in mathematics education was suggested.
Highlights
The technological advances of the 21st century and Industry 4.0 technologies and their impacts have altered the world and social structures
Instructional technology refers to media that emerged as a result of the revolution of communication technologies such as television, films, overhead projectors, computers and other items of “hardware and software” which can be used for instructional purposes alongside the teacher-based instruction methods, textbook and blackboard (Commission on Instructional Technology, 1970)
International Society for Technology in Education [ISTE] (2000) defines technology integration as the “infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting and to make technology an integral part of how the classroom functions-as accessible as all other classroom tools”
Summary
The technological advances of the 21st century and Industry 4.0 technologies and their impacts have altered the world and social structures. Schools are the keystones of society, and this fact has led to the idea of Education 4.0 and the emergence of innovative study environments and styles within the ongoing digital transformation (Durmus, 2019). National Center for Education Statistics [NCES] (2002) defines technology integration as the “incorporation of technology resources and technologybased practices into the daily routines, work, and management of schools”. According to Wachira & Keengwe (2011) technology integration means incorporating technology and technology-based practices into all aspects of teaching and learning and incorporating appropriate technology in the assessment of learning outcomes and lessons. Based on these opinions, it is argued
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