The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers
Metadatos
Afficher la notice complèteEditorial
MDPI
Materia
Information and communications technology (ICT) Mathematics Educational innovations Teacher resources Teachers’ professional development
Date
2020Referencia bibliográfica
Gómez-García, M.; Hossein-Mohand, H.; Trujillo-Torres, J.M.; Hossein-Mohand, H. The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers. Mathematics 2020, 8, 1641. https://doi.org/10.3390/math8101641
Résumé
Currently, information and communication technology (ICT) has acquired an important role
in education. The incorporation of ICT by mathematics teachers has been a challenge as it requires
an improvement in their knowledge of the use of new technologies. We aimed to examine the most
relevant items of the indicators related to teaching mathematics and ICT, to estimate the relationships
between teachers individually and by clusters, and to analyze the incidence of age variables,
teaching experience, and gender in this study. A total of 73 high school teachers were included
in this cross-sectional study. A validated questionnaire was used to assess mathematics and teaching
practice, use, resources, and domain of ICT. Principal component analysis (PCA) was applied
to determine the associations among variables of the present study. The application of ICT to teaching
was associated with the use of ICT resources in the classroom and indicated that teachers made more
choice in selecting a variety of software than electing different hardware devices. Teachers combined
technology with educational platforms to improve student learning in mathematics. The general
perception of mathematics teachers about their digital competence does not match with models
employed in the classroom. Gender was not an influencing factor.