Developed countries have been using computers for instruction in education for over four decades, and therefore it is considered as a vital aid to instructional process just like the integration of Blackboard a long ago. Rapidly increasing computer hardware and software development on one side is helpful in improving quality and effectiveness of instructional process on other hand is generating new challenges; increasing availability of technology and computers present teachers with exciting opportunities to transform pedagogical practices. “Each year, a substantial portion of educational institutions” budgets are allocated to supporting the integration of computers into instruction under the assumption that computers benefit teaching and learning, and can improve student academic performance” (Lunts, 2002). The educational stakeholders have realized the benefits of technology and they are trying to integrate computer technology in actual classroom instruction. The researchers recognized that it is necessary to investigate to what extent the mathematics teachers’ community accept this change. The major objective of the study was to measure the attitude of mathematics teachers to the use of computer technology in the classroom. The mathematics teachers of district Jhelum were population and the researchers selected teachers teaching mathematics in thirty (Government High School) GHS & (Government Girls High School) GGHS (Fifteen each) randomly as sample of the study. The researchers hypothesized that there was no effect of gender, locality, and professional qualification on the attitude of in-service mathematics teachers. To accomplish this purpose research tool was adapted by the researchers along with sections on personal information and six questions about availability and training in computers. The instrument was mailed to the teachers. Independent Sampled t-test was employed for testing of three null hypotheses. It was found that male teachers had positive attitude as compared to female teachers. Also Professional qualification had positive effect on the attitude of mathematics teachers, whereas locality had no effect on attitude of mathematics teachers.
|Keywords:||Technology Integration, Computer Application, Mathemathematics Teaching, Attitude of Mathematics Teachers|
Lecturer, Secondary Teacher Education Department, Allama Iqbal Open University, Islamabad, Pakistan
Coordinator I, University of Education, Lahore, Punjab, Pakistan
Lecturer, Department of Educational Planning, Policy studies and Leadership, Allama Iqbal Open University, Islamabad, Pakistan
Research Associate, Secondary Teacher Education, Allama Iqbal Open University, Islamabad, Pakistan
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