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

Juan-Manuel Trujillo-Torres,Hassan Hossein-Mohand,Hossein Hossein-Mohand,Melchor Gómez-García,María-Pilar Cáceres-Reche

doi:10.3390/math8122158

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.

Highlights

The statistical report of the Society of Information and Communication in non-university Spanish educational centers shows that during the 2018–2019 academic year, the percentage of classrooms with an internet connection was 96.8%, and 94.3% had a wireless connection
(“I consider English proficiency to be necessary for the adequate use of information and communication technology (ICT)”) (W = 259.5, p-value = 0.008222) and MTT (“The use of ICT in the classroom motivates me because it simplifies my work (W = 307, p-value = 0.04564)
This study has demonstrated the possibility of defining different clusters of mathematics teachers according to motivational and competence profiles in the pedagogical and digital areas

Summary

Introduction

The statistical report of the Society of Information and Communication in non-university Spanish educational centers shows that during the 2018–2019 academic year, the percentage of classrooms with an internet connection was 96.8%, and 94.3% had a wireless connection. 60.1% of classrooms had interactive digital systems (IDS), which include digital interactive whiteboards (IWB), multi-touch tables, interactive panels, and interactive TVs. The percentage of centers that intervened in educational experiences with technology was 37.5%, of which 50.5% were secondary schools and 40.6% were vocational training facilities. The use of mobile phones in the classroom for educational purposes was 43.0% at the secondary level and 51.3%. Mathematics 2020, 8, 2158 at the post-16 educational level [1]. The above data may suggest that information and communication technology (ICT) is important for educational purposes

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