The impact of beliefs and knowledge on the integration of technology among teacher educators: A path analysis

Pre-service primary teachers’ views and use of technology in mathematics lessons

“…because of the relationships between mathematics and mathematics education, with technological developments (Aydın 2005). Integration of the technology into an educational context is becoming more important every day (Kim et al 2013;Smith, Kim, and McIntyre 2016;Taimalu and Luik 2019). Most educators, teachers and researchers have an opportunity to develop new perspectives on students' learning concerning mathematics with advances in technology (Drijvers et al 2016).…”

“…One of the ways to achieve high quality in teaching is to enrich educational environments with technology (Taimalu and Luik 2019). Many countries have made large investments for the use of technology in education (The Organization for Economic Co-operation and Development [OECD] 2013), so many schools have access to different technological tools used for mathematics courses or general purposes (Hoyles 2018).…”

“…In other words, today's teachers should have technological skills in their repertoire to use in educational settings (Kersaint et al 2003) because the potential of technology only emerges with the effective use of teachers (Galbraith 2006). However, despite the positive views towards technology, it cannot be considered that it could be fully integrated into learning environments (Angeli and Valanides 2009;Cheok et al 2016;Ertmer and Ottenbreit-Leftwich 2010;Kim et al 2013;Martin 2018;Taimalu and Luik 2019). This is mainly due to the traditional and teacher-centred understanding of education, as well as too much focus on technical skills (Angeli and Valanides 2009;Atasoy, Uzun, and Aygun 2015;Avci and Coskuntuncel 2018;Aydin 2005;Ertmer and Ottenbreit-Leftwich 2010).…”

“…Among these components is first of all, it is necessary that teachers believe that the activities with educational technology carried out in teaching environments are beneficial (Ertmer and Ottenbreit-Leftwich 2010). Taimalu and Luik (2019) and Ertmer (2005) considered the belief factor as the 'root concept' and described it as the basis for all other factors. Beliefs, according to Rokeach (1972), are defined as phrases beginning with 'I believe that...' (as cited in Ertmer and Ottenbreit-Leftwich 2010).…”

“…It is emphasised that beliefs which 3 (page number not for citation purpose) deeply affect individuals' knowledge, thinking processes and behaviours, are resistant to change (Pajares 1992). In this respect, the beliefs carried by teachers are one of the major obstacles for the integration of technology into learning environments (Mama and Hennesy 2013), so it has been seen as one of the first problems to overcome in order to integrate technology into educational learning environments (Taimalu and Luik 2019;Wachira and Keengwe 2011). Ertmer (1999) also classified the barriers for the integration of technology as external barriers, which are related to technical problems, and internal barriers such as teachers' opinions, thoughts and beliefs.…”