Towards ICT Integration in Mathematics Instruction: Prospective Teachers’ Knowledge for Teaching with Technology
DOI:
https://doi.org/10.53555/ms.v1i1.908Keywords:
ICT Integration, Technology Pedagogical Content Knowledge, Prospective teachersAbstract
The integration of Information and communication Technology (ICT) in mathematics instruction has highly been emphasized by the Government of Ghana as a means of improving the quality of mathematics education. This has impose a great challenge to teacher educators on how to ensure that prospective teachers are equipped with the necessary technological pedagogical content knowledge that will enable them to effectively use technologies in the classroom. This study investigated the level of prospective mathematics teachers’ technology related professional knowledge in ICT with regards to their readiness for ICT integration in classroom instruction. A survey of 126 third year undergraduate students from the Department of Mathematics Education in the University of Education, Winneba (UEW) was conducted using Teaching with Technology questionnaire. The questionnaire has an internal consistency reliability coefficient of 0.726. It was found in this study that, prospective mathematics teachers had a moderate level of Technological Pedagogical Content Knowledge (mean = 3.76, SD = 0.53). It was recommended that Teacher education institutions in Ghana should put in place a scheme that will address the technology related professional knowledge needs of prospective mathematics teachers.
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