Pre-Service mathematics teachers’ readiness to integrate technology in the teaching of mathematics

Abstract

If educators wish to use technology to teach mathematics, they must be open to incorporating it into their lesson plans. The study examined the degree to which pre-service maths instructors in Ghana's Central Region were equipped to accept and integrate technology into mathematical classes. A cross-sectional descriptive survey design was used to investigate the technological readiness of pre-service teachers. Multi-stage sampling was used to determine the study's sample size. For the study, 134 pre-service maths teachers contributed quantitative data. The findings demonstrated that neither sex nor school type had a statistically significant effect on pre-service teachers' opinions about the usefulness and use of technology. However, depending on their age and prior technological experience, pre-service teachers' opinions of the benefits and usability of employing technology to teach mathematics differed statistically significantly. Additionally, the sex of pre-service maths instructors affected their readiness to use technology in the classroom. Finally, perceived usefulness and usability had a favourable effect on instructors' desire to use technology to teach arithmetic. It was proposed that teacher training programs incorporate lectures or modules designed specifically to address the technical requirements of pre-service teachers.