Abstract:
This study investigates the attitudes of mathematics teachers towards integrating computer technology and their beliefs regarding the impact of this integration on their effectiveness in the classroom. Responses of 100 middle school mathematics teachers on an attitude survey using a questionnaire were analyzed to determine whether there is a difference between attitudes of teachers who use computers and those who do not and to investigate the teachers' beliefs regarding the impact of integrating computer technology on the type of mathematical content they teach, their pedagogical skills, and their ability to adapt the curriculum to the students' needs. All teachers participating in this study taught in either public or private schools in one of the two cities, Saida and Beirut, in Lebanon. The questionnaire was also complemented by structured interviews with eight teachers regarding the attitudes and beliefs about the integration of computer technology. Teachers' responses were collected, analyzed, and reported. Results showed that teachers using computer technology have more favorable attitudes towards its integration than those who are not. Also teachers believe that integrating computer technology has a positive impact on the type of mathematical content they teach and their ability to adapt the curriculum to their students' needs whereas, they believe that it does not affect developing their pedagogical skills. Some factors were significantly related to successful implementation of the computer technology and affected this integration such as teacher time issues, access, support issues (administrative, technical and financial), planning, the knowledge level and the confidence level of teachers. Clearly, technology implementation is a challenging task. Teachers need support if it is to become a reality. Further studies are recommended in the different parts of the country to determine how others within education view the integration of computer technology in mathematics classrooms.
