The aim of this study is to determine the views of mathematics teachers on the factors that affect the integration of technology in mathematic courses. It is a qualitative case study. The sample size of the study is 10 teachers who are having postgraduate education in a university in Turkey. Current study was conducted at the three stages. At the first stage, software and learning objects were introduced to the teachers. At the second stage, the activities were performed to the teachers. At the third stage, teachers practiced a technology assisted course in a real classroom environment. After all stages were fulfilled, a retrospective interview was conducted with all teachers individually. The content analysis of interview results indicated that there are many factors affecting technology integration, namely, the category of teacher-based factors, student-based factors, content-method-resource-time-management based factors and technical considerations.
The Views of Mathematics Teachers on the Factors Affecting the Integration of Technology in Mathematics Courses.
Australian Journal of Teacher Education, 40(8).