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A Study on the Influencing Factors of Integrating Information Technology into Mathematics Teaching in Junior High School
Integrating information technology into teaching
This research aimed to the influencing factors of integrating information technology into mathematics teaching. The target population of this research is the mathematics teachers at the public junior high schools in the Keelung and Taipei area. A comprehensive review of related literature is conducted to serve as the foundation for the research design. Accordingly, a survey titled, “The Influencing factors of integrating information technology into mathematics teaching at the public junior high schools in the Keelung and Taipei area” is developed as the research instrument to collect the needed data. Participants for this study are selected from all mathematics teachers at the public junior high schools in Keelung City, Taipei City, and Taipei County. Stratified sampling is used as the process of selecting an accessible sample from 21 schools. The survey is administered, and 184 participants respond, which results in a 76.60% response rate. The survey results are organized, interpreted, and faithfully reported in the following. 1. With respect to the survey of the influencing factors that integrating Information technology into mathematics teaching at the public junior high schools in the Keelung and Taipei area, the items are ranked and reported according to the scores from high to low. They respectively are “Teacher’s recognition and attitudes”, “Teacher’s information literacy”, “The availability of equipment and resources”, “The promotion and supports from the school and the administrators”, “Students’ information literacy”, and “The arrangement and allocation of time.” 2. Clearly shown in this study, a teacher’s personal background, which includes variables such as a the teacher’s gender, duties carried, in-service hours of IT, and frequency of using a computer, plays a pivotal role in the overall effect of incorporating Information Technology into the teaching and learning of mathematics. On the other hand, age and years of teaching do not have significant correlation with the general outcome. 3. Evident in this study, among the variables considering the school a teacher is serving, the size of the school is found to actively shape the productivity of the Information-Technology-integrated instruction in many aspects of mathematics education. On the contrary, the location of the school is not a crucial determinant. 4. To sum up the analysis of the predictors as well as the factors which induce the decision-making of the teacher integrating information technology into mathematics teaching “Teacher’s information literacy” is classified as the most compelling, and what follows immediately is “The arrangement and allocation of time.” Finally, this research is concluded with a wide variety of suggestions for related administrators, institutions, schools, and teachers. Directions of researches are as well proposed. Keywords: Mathematics teachers;Integrating information technology into teaching;Influencing factors.
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