Why don't all maths teachers use dynamic geometry software in their classrooms?

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Bibliographic Details
Title:	Why don't all maths teachers use dynamic geometry software in their classrooms?
Authors:	Stols, Gerrit¹ gerrit.stols@up.ac.za, Kriek, Jeanne² kriekj@unisa.ac.za
Source:	Australasian Journal of Educational Technology. 2011, Vol. 27 Issue 1, p137-151. 15p. 3 Diagrams, 10 Charts.
Subject Terms:	Teaching aids, Mathematics teachers, *Computer software, Geometry, Planned behavior theory, Technology Acceptance Model, Diffusion of innovations theory
Abstract:	In this exploratory study, we sought to examine the influence of mathematics teachers' beliefs on their intended and actual usage of dynamic mathematics software in their classrooms. The theory of planned behaviour (TPB), the technology acceptance model (TAM) and the innovation diffusion theory (IDT) were used to examine the influence of teachers' attitudes, subjective norms and perceived behavioural control on their intention to use dynamic mathematics software in their classrooms. The study adopted the co-relational research design, with both correlation statistics and regression analysis used to analyse the data. By using stepwise regression analysis, it was possible to identify the most important belief predictors and their weights for the different constructs. The results were verified by the use of partial least squares. This study found that beliefs about the perceived usefulness and beliefs about their level of technological proficiency are the most important predictors of teachers' intended and actual usage of the software. In this preliminary study the suggested simplified model sufficiently explains 15 (83.3%) of the 18 teachers adaption and use of dynamic mathematics software in their classrooms. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	In this exploratory study, we sought to examine the influence of mathematics teachers' beliefs on their intended and actual usage of dynamic mathematics software in their classrooms. The theory of planned behaviour (TPB), the technology acceptance model (TAM) and the innovation diffusion theory (IDT) were used to examine the influence of teachers' attitudes, subjective norms and perceived behavioural control on their intention to use dynamic mathematics software in their classrooms. The study adopted the co-relational research design, with both correlation statistics and regression analysis used to analyse the data. By using stepwise regression analysis, it was possible to identify the most important belief predictors and their weights for the different constructs. The results were verified by the use of partial least squares. This study found that beliefs about the perceived usefulness and beliefs about their level of technological proficiency are the most important predictors of teachers' intended and actual usage of the software. In this preliminary study the suggested simplified model sufficiently explains 15 (83.3%) of the 18 teachers adaption and use of dynamic mathematics software in their classrooms. [ABSTRACT FROM AUTHOR]
ISSN:	14493098
DOI:	10.14742/ajet.988