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Traditional vs. innovative uses of computers among mathematics pre-service teachers in Serbia

Teo, T.ORCID: 0000-0002-7552-8497, Milutinović, V., Zhou, M. and Banković, D. (2017) Traditional vs. innovative uses of computers among mathematics pre-service teachers in Serbia. Interactive Learning Environments, 25 (7). pp. 811-827.

Link to Published Version: https://doi.org/10.1080/10494820.2016.1189943
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Abstract

This study examined pre-service teachers’ intentions to use computers in traditional and innovative teaching practices in primary mathematics classrooms. It extended the technology acceptance model (TAM) by adding as external variables pre-service teachers’ experience with computers and their technological pedagogical content knowledge (TPCK). Data collected from 226 participants revealed that the proposed model had a good fit for both traditional and innovative uses of computers. Structural equation modelling suggested that the established TAM variables, together with TPCK and experience, were significant determinants of pre-service teachers’ intentions to use computers in teaching mathematics at both levels. The most dominant determinant of behavioural intention was TPCK, followed by attitude. The proposed model explained 22.7% of the variance in the use of computers in traditional teaching practices and 27.6% of the variance in the use of computers in innovative teaching practices. The implications for mathematics teaching are discussed in the final section.

Item Type: Journal Article
Publisher: Routledge, part of the Taylor & Francis Group
Copyright: © 2016 Informa UK Limited, trading as Taylor & Francis Group
URI: http://researchrepository.murdoch.edu.au/id/eprint/46717
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