Mathematics instruction with information and communication technologies : an international comparison using the TALIS dataset

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dc.contributor.advisorSorrells, Audrey McCray
dc.contributor.committeeMemberCooc, North A
dc.contributor.committeeMemberDoabler, Christian T
dc.contributor.committeeMemberHughes, Joan E
dc.creatorKiru, Elisheba Wairimu
dc.date.accessioned2018-10-04T16:31:56Z
dc.date.available2018-10-04T16:31:56Z
dc.date.created2018-08
dc.date.issued2018-06-25
dc.date.submittedAugust 2018
dc.date.updated2018-10-04T16:31:56Z
dc.description.abstractCountries around the world continue to invest in Information Communication Technologies (ICT) for education and this has led to increased attention from stakeholders (e.g., policymakers, educators, private sector, curriculum developers) (Trucano, 2017). ICT has affordances that may facilitate students’ development of problem-solving skills, analytical skills, and critical thinking needed in the 21st century. However, stakeholders assume the presence of ICT in the classroom will lead to changes in teachers’ instructional practices and enhance student learning in critical subjects (e.g., mathematics). Examining the different relationships among key stakeholders (e.g., students, teachers, school leaders) in a learning environment uncovers assumptions about ICT and provides insights into effective and sustained ICT integration (Fullan, 2016). These relationships can explain factors that contribute to the varied ways that teachers use ICT in instruction. With the documented underutilization of ICT in the U.S., a comparative study can provide a global outlook of teachers’ ICT use that may help contextualize this discrepancy from an international lens. Furthermore, a study investigating how mathematics teachers use ICT in their classrooms can shed light on areas that need continued research and subsequently enhance students’ learning. To that end, using data from the Teaching and Learning International Survey [TALIS] (OECD, 2013) survey, this study focused on eight countries (Australia, Finland, Latvia, Mexico, Portugal, Romania, Singapore, and Spain) to investigate (a) To what extent do teachers use ICT in mathematics instruction? (b) What is the relationship between professional qualifications (e.g., technology training) and teachers’ ICT use of ICT? (c) What is the relationship between teachers’ instructional approaches (e.g., constructivist approaches), beliefs (e.g., self-efficacy) and ICT use in instruction? (d) Do teachers use ICT differently in mathematics instruction among students with different characteristics (mathematics achievement levels, special needs status)? (e) How do school contexts predict teachers’ ICT use? Results show that teachers’ education levels, mathematics self-efficacy, constructivist practices and cooperation amongst educators are associated with ICT use in instruction. Also, mathematics teachers are most likely to incorporate ICT in classes with students with low socioeconomic status. Administrative support and teachers’ constructivist beliefs are not associated with teachers’ ICT use in mathematics instruction. Implications for practice and future research of these findings are discussed.
dc.description.departmentSpecial Education
dc.format.mimetypeapplication/pdf
dc.identifierdoi:10.15781/T2FN11B4V
dc.identifier.urihttp://hdl.handle.net/2152/68697
dc.language.isoen
dc.subjectICT
dc.subjectMathematics
dc.subjectSocioeconomic status
dc.subjectTeachers
dc.subjectInternational
dc.subjectTechnology
dc.titleMathematics instruction with information and communication technologies : an international comparison using the TALIS dataset
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentSpecial Education
thesis.degree.disciplineSpecial Education
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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