Preservice teachers’ beliefs and intentions about integrating mathematics teaching and learning ICTs in their classrooms

Abstract

The purpose of this study was to investigate preservice teachers’ (PSTs') beliefs about their intentions to integrate information and communication technologies (ICTs) in their future mathematics classrooms. The main research objective was to examine the extent to which PSTs’ beliefs predicted their intentions to integrate ICTs in their classrooms. We adopted a sequential mixed-methods design in which a survey questionnaire was the main data collection method followed by focus group and individual interviews. 147 secondary mathematics PST majors at two South African universities responded to the questionnaire. We purposefully selected eighteen of the preservice teachers for individual and focus group interviews. Quantitative results partly affirmed usefulness beliefs as the strongest predictor of attitude, which in turn was the strongest predictor of intentions to integrate mathematics teaching and learning ICTs. Although survey data showed that the influence of superiors and peers had the strongest influence on subjective norms, interview data contrastingly revealed that learners’ needs and societal expectations in the digital age pressured PSTs more to shift their professional identities. While quantitative results showed that self-efficacy beliefs had the strongest influence on PSTs’ control on ICT integration, the most recurrent self-efficacy theme from interviews was PST’s plea for training in the use of ICT tools. A wide range of ICT tools were identified as applicable to mathematics classrooms. This signified varying conceptions of which ICT tools were appropriate for mathematics teaching and learning. A recommendation is that mathematics teaching and learning ICT’s should be integrated as early as possible in initial teacher education curricula.