Chinese Journal of Science Education

Abstract

The study used a questionnaire to investigate junior high school mathematics teachers’ perspectives on integrating technology into instruction. Based on the school size and location, 250 mathematics teachers from 26 junior high schools in Taoyuan county were selected as research subjects. Major findings of this study were: (1) Most of the investigated teachers have positive attitudes toward integrating technology into instruction. Virtually all of the teachers (97.6%) possessed technology literacy at or above the average level. However, the strategies used in instruction were before class strategies. The time that was spent on teaching with technology was relatively low. (2) Male teachers showed more positive attitude than female teachers on attitude and strategies used, especially for male teachers who were from median and smaller towns and schools of small and median size. (3) Teachers who took related training programs within five years showed more positive attitudes, possessed higher information knowledge, used multiple teaching strategies, and spent more time in technology integration than those who did not take any related training programs. (4) Few (6.4%) of the teachers did not integrate technology into instruction at all. Teachers from the key schools of information technology used more multiple teaching strategies in technology integration than those who are not from the key schools. Teachers from classes without internet access used more multiple teaching strategies in technology integration than those from classes with internet access. (5) Teachers who used computers for 15–20 hours per week out of school time showed better information knowledge, used multiple teaching strategies, and spent more time integrating technology into instruction.

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