Pre-service primary teachers’ views and use of technology in mathematics lessons

Şahal M. , Özdemir A. Ş.

Research in Learning Technology , vol.28, pp.1-17, 2020 (Journal Indexed in ESCI)

  • Publication Type: Article / Article
  • Volume: 28
  • Publication Date: 2020
  • Doi Number: 10.25304/rlt.v28.2302
  • Title of Journal : Research in Learning Technology
  • Page Numbers: pp.1-17


Pre-service  teachers  who  are  future  practitioners  of   the  curriculum  cannot  be  considered independent of  their views on education and technology. The goal of  this study is to determine the use of  technology and the opinions of  pre-service primary  teachers  (PPTs)  regarding  the  use  of   technology  in  classroom  activities  in mathematics lessons. The research was conducted with 62 PPTs studying in a state university. The study is based on a case study. The PPTs designed and imple-mented activities with respect to the objective(s) in the primary school mathemat-ics-teaching programme. These activities were observed and recorded in video. At the end of  the semester, the opinion form prepared by the researchers was applied to the PPTs. Descriptive statistics, descriptive analysis and content analysis meth-ods were used in the analysis of  the data. According to the findings of  the research, almost all of  the PPTs expressed opinions about the positive and negative aspects of  technology usage related to education. Furthermore, while 83.86% of  the PPTs indicated that they wanted to use technology effectively in their professional lives in the future, only 19.35% of  the observed activities benefited from the technology. PPTs advocated two main reasons for not using technology in classroom activities. The  first  was  that  concrete  material  is  more  effective  where  physical  conditions  are  inadequate  and  the  difficulty  in  accessing  materials,  especially  at  schools  in  rural areas. The second main reason concerned time constraints while following the curriculum.