The nature of the relationship between mathematics teachers' pedagogical beliefs and their use of educational technology

Abstract

This qualitative study investigated the nature of the relationship between Mathematics teachers’ pedagogical beliefs and their use of educational technology in the classroom. Seven teachers from a school in Gauteng, where educational technology and training is readily available, were interviewed and observed. This study used Samuelowicz and Bain’s (2001) framework to describe the dimensions and categories that encapsulate teachers’ beliefs about teaching and learning. This framework set out four types of belief orientations ranging from teaching-centred beliefs to learning-centred beliefs. The interview questions, based on this framework, were used to establish the nature of teachers’ pedagogical beliefs. To determine the teachers’ use of educational technology, interviews as well as classroom observations were utilised, based on aspects of technology integration in the classroom as outlined by Van Braak, Tondeur and Valcke (2004). They classified teachers as either supportive technology users or class users. Supportive teachers use educational technology for administration and preparation purposes whereas teachers that use educational technology for class use purposes use the technology interactively in their lessons to promote the learning of Mathematics. In conclusion, it was found that teachers with teaching-centred beliefs were more likely to use educational technology for supportive purposes and teachers with learning-centred beliefs were more likely to use educational technology for class use purposes. It was also found that teachers’ use of educational technology was not limited to two categories, as teachers were expected to use technology for administration purposes.