Perceptions that may affect teachers' intention to use technology in secondary mathematics classes

摘要

Technology is available and accessible in many mathematics classrooms.Adopting technology to support teaching and learning requires teachers to change theirteaching practices. This paper reports the responses of a diverse cohort of 92 secondarymathematics teachers who chose to respond to an Australian state-wide survey(Mathematics with Technology Perceptions Survey) developed using a Theory of PlannedBehaviour framework. The items discussed in this paper targeted mathematics teachers'perceptions of possible barriers and enablers to their intention to use technology in theirteaching. The responses are varied but, overall, strength of agreement with enablersoutweighed agreement with perceived barriers. However, it is clear that despite an overallpositive attitude towards the use of technology for teaching mathematics, some perceivedbarriers to change are notable. It is, therefore, helpful if those responsible for professionaldevelopment, promoting the use of technology, recognise and address these barriers as wellas working to strengthening enablers.