Technology integration in mathematics for prospective elementary teachers

This study used a quasi-experimental nonequivalent control group design and studied prospective elementary teachers' self-efficacy toward technology use in mathematics and how they perceive themselves using technology in their future mathematics classroom. Six sections of a mathematics content course for prospective elementary teachers participated in the study. Since no suitable survey was found, the Technology Integration in Mathematics for Prospective Elementary Teachers Survey (TIMPETS) was developed. One hundred and sixty six students completed the pre- and post-survey. Additional data was collected to show group equivalence between the experimental and the control group. The treatment was the integration of five technology projects for the experimental group. An Analysis of Covariance showed a significant difference between the experimental and control group's self-efficacy toward technology use in mathematics and how they perceive themselves using technology in their future mathematics classroom.; Regarding prospective elementary teacher's self-efficacy toward technology use in mathematics as a current learner, results showed a small effect of the five technology projects on the prospective elementary teachers' self-efficacy. It was therefore recommended that technology projects be integrated into the mathematics content course for prospective elementary teachers. It was also recommended that textbooks integrated technology projects in the body of the text, not in the appendix.; The prospective elementary teachers perceived themselves likely to integrate technology into their future mathematics classroom. The statistical analysis showed a small to medium effect for the five technology projects on prospective elementary teachers' perception of future technology use in mathematics. It was recommended that besides integrating technology projects in the mathematics course for prospective elementary teachers, teacher educators should be adequately trained to model the effective integration of technology in mathematics.