Exploring Pre-service Mathematics Teachers^ Perceptions of ICT Use in Mathematics Teaching in Indonesia
St. Aflahah (a*), Nursyam Anaguna (b)

a) National Research and Innovation Agency, Indonesia
*staf001[at]brin.go.id
b) University of West Sulawesi, Indonesia

Abstract

This study aimed to explore pre-service mathematics teachers^ perceptions of ICT use in mathematics teaching in Indonesia, their experiences in using ICT during their teaching training for three months, and the consistency between their perceptions and the Indonesian curriculum standards of ICT integration in teaching. Participants included three pre-service mathematics teachers who have learned four courses related to technology use in mathematics teaching which are algorithm and computer programming, web programming, mathematics computation, and mathematical statistics and they have completed teaching training in secondary schools in Makassar for three months. A case study methodology with semi structured interview was utilized in this study. Technology acceptance model (TAM) was used as a framework in constructing the interview questions to explore detailed information from the participants. Research results presented that three pre-service mathematics teachers perceived the usefulness and ease of use of ICT integration in mathematics teaching. They also showed positive attitudes towards ICT use in mathematics teaching and behavioral intention to use ICT in their actual teaching. They found that their university education which facilitates courses related to technology use in mathematics teaching and sufficient learning facilities helped them to use ICT during their teaching training. However, some educational issues which are not controlled by pre-service mathematics teachers hinder the implementation of ICT use in their teaching. The inadequate learning facilities in schools and the immature concept of ICT use in mathematics teaching in the curriculum were the problems emerged in this study. In relation to the Indonesian curriculum standards of ICT integration in teaching, all participants^ perceptions were consistent with such standards. They used ICT in their mathematics teaching, particularly using technological tools. They also used ICT to communicate with students and improve their capacity as the future teachers. Finally, this has implications for pre-service and in-service teachers, the government, education policy makers, stakeholders, researchers, and those with responsibility for creating the strong link between tertiary education and school curriculum, and the availability of facilities to support the implementation of ICT use in teaching.

Keywords: ICT use- mathematic teaching- pre-service mathematics teachers- perception

Topic: Mathematics