Research on the Differences of K-12 Mathematic Teachers' ICT Application Level

Abstract

The application of Information and Communication Technology (ICT) in teaching can improve the teaching quality and efficiency. Exploring the differences in mathematic teachers' ICT application level can not only better help us understand the status of overall mathematic teachers' ICT application level, but also promote the development of ICT-based teaching in mathematic by discovering the shortcomings. This study explored the differences of K-12 mathematic teachers' ICT application level from three aspects-teacher's attitude towards ICT (TAT), ICT instruction in classroom (IIC) and ICT effects (ICE). A survey research design was used for the study, and 918 K-12 mathematic teachers participated in the study. The ANOVA results showed that, there were significant differences in TAT and ICE between primary school teachers and secondary school teachers, while there were no significant differences between rural school teachers and urban school teachers. As for IIC, on the other hand, there was significant differences between primary school teachers and secondary school teachers and there were significant differences between rural school teachers and urban school teachers. According to the results, some implications were proposed to improve K-12 mathematic teachers' ICT application level.