Pedagogical Research

• Adu-Gyamfi, S., Tetteh, D., & Gyamfi, S. (2020). An evaluation of the factors affecting effective integration of ICT in Ghanaian secondary schools. Education and Information Technologies, 25(4), 3039-3057.
• Agyei, E., Darko Agyei, D., & Benning, I. (2022). In-service mathematics teachers’ preparedness, knowledge, skills, and self-efficacy beliefs of using technology in lesson delivery. Cogent Education, 9(1), 2135851. https://doi.org/10.1080/2331186X.2022.2135851
• Agyemang, M., & Mereku, D. K. (2015). Technology use among Ghanaian senior high school mathematics teachers and the factors that influence it. African Journal of Educational Studies in Mathematics and Sciences, 11, 31-42.
• Ahmad, N. A., Azizan, F. L., Rahim, N. F., Jaya, N. H., Shaipullah, N. M., & Siaw, E. S. (2017). Relationship between students’ perception toward the teaching and learning methods of mathematics’ lecturer and their achievement in pre-university studies. International Education Studies, 10(11), 129-134. https://doi.org/10.5539/ies.v10n11p129
• Al Meslamani, A. Z. (2019). Attitudes vs. perceptions: Can these 2 terms be used interchangeably? https://www.researchgate.net/post/Attitudes_vs_Perceptions_Can_theses_2_terms_be_used_interchangeably
• Amuko, S., Miheso, M., & Ndeuthi, S. (2015). Opportunities and challenges: Integration of ICT in teaching and learning mathematics in secondary schools, Nairobi, Kenya. Journal of Education and Practice, 6(24), 1-6.
• Asiedu-Addo, S. K., Apawu, J., & Owusu-Ansah, N. A. (2016). The usage of ICTs in the teaching and learning of mathematics: Tracer study of mathematics educators. Journal of Science Education and Research, 2(1), 43-56.
• Boateng, R., & Agyei, D. D. (2017). Information and communication technology integration in basic schools in Ghana. Education and Information Technologies, 22(4), 1453-1468.
• Cheal, J., Geer, R., & White, B. (2012). The preparedness of pre-service teachers to use ICT in the classroom [Paper presentation]. The Annual Conference of the Australian Teacher Education Association.
• Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113. https://doi.org/10.1016/j.edurev.2013.01.001
• Chigona, A., & Chigona, W. A. (2012). Teachers’ perspectives of e-learning implementation in South African secondary schools. Education and Information Technologies, 17(3), 275-290.
• Creswell, J. W. (2013). Steps in conducting a scholarly mixed methods study. DBER Speaker Series, 48. https://digitalcommons.unl.edu/dberspeakers/48
• Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE.
• Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research. SAGE.
• Das, K. (2019). Role of ICT for better mathematics teaching. Shanlax International Journal of Education, 7(4), 19-28. https://doi.org/10.34293/education.v7i4.641
• Drijvers, P., Kieran, C., Mariotti, M. A., Ainley, J., Andresen, M., Chan, Y. C., & Meagher, M. (2010). Integrating technology into mathematics education: Theoretical perspectives. In Proceedings of the Mathematics Education and Technology-Rethinking the Terrain: The 17^th ICMI Study (pp. 89-132). https://doi.org/10.1007/978-1-4419-0146-0_7
• Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. https://doi.org/10.1007/BF02299597
• Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. https://doi.org/10.1007/BF02504683
• Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551
• Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435. https://doi.org/10.1016/j.compedu.2012.02.001
• George, D., & Mallery, P. (2010). SPSS for Windows step by step. A simple study guide and reference. Pearson.
• Greenhow, C., Galvin, S. M., Brandon, D. L., & Askari, E. (2020). A decade of research on K-12 teaching and teacher learning with social media: Insights on the state of the field. Teachers College Record, 122(6), 1-72. https://doi.org/10.1177/016146812012200602
• Gulbahar, Y. (2008). Technology planning: Integrating technology with pedagogy. Journal of Educational Technology & Society, 11(4), 389-411.
• Hagan, J. E., Amoaddai, S., Lawer, V. T., & Atteh, E. (2020). Students’ perception towards mathematics and its effects on academic performance. Asian Journal of Education and Social Studies, 8(1), 8-14. https://doi.org/10.9734/ajess/2020/v8i130210
• Hebebci, M. T., & Usta, E. (2022). The effects of integrated STEM education practices on problem solving skills, scientific creativity, and critical thinking dispositions. Participatory Educational Research, 9(6), 358-379. https://doi.org/10.17275/per.22.143.9.6
• Hero, J. L. (2020). Teachers’ preparedness and acceptance of information and communications technology (ICT) integration and its effect on their ICT integration practices. Puissant, 1, 59-76.
• Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. https://doi.org/10.1007/s11423-006-9022-5
• Hohenwarter, M., & Preiner, J. (2018). The impact of dynamic mathematics software on teaching and learning of algebraic expressions. ZDM Mathematics Education, 50(3), 485-498.
• Hoyles, C., & Lagrange, J.-B. (2010). Mathematics education and technology: Rethinking the terrain. Springer. https://doi.org/10.1007/978-1-4419-0146-0
• Hoyles, C., Noss, R., Kent, P., & Bakker, A. (2010). Improving mathematics at work: The need for techno-mathematical literacies. Routledge. https://doi.org/10.4324/9780203854655
• Hudson, R., & Porter, A. (2010). ICT use to improve mathematics learning in secondary schools. In Proceedings of the Australian Computers in Education Conference. ACEC.
• Joubert, M. (2013). Using digital technologies in mathematics teaching: Developing an understanding of the landscape using three “grand challenge” themes. Educational Studies in Mathematics, 82(3), 341-359. https://doi.org/10.1007/s10649-012-9430-x
• Kafyulilo, A., Fisser, P., Pieters, J., & Voogt, J. (2015). ICT use in science and mathematics teacher education in Tanzania: Developing technological pedagogical content knowledge. Australasian Journal of Educational Technology, 31(4), 381-399. https://doi.org/10.14742/ajet.1240
• Kay, R., & Kletskin, I. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education. Computers & Education, 59(2), 619-627. https://doi.org/10.1016/j.compedu.2012.03.007
• Keengwe, J., Onchwari, G., & Wachira, P. (2008). Computer technology integration and student learning: Barriers and promise. Journal of Science Education and Technology, 17, 560-565. https://doi.org/10.1007/s10956-008-9123-5
• Kyndt, E., Gijbels, D., Grosemans, I., & Donche, V. (2016). Teachers’ everyday professional development: Mapping informal learning activities, antecedents, and learning outcomes. Review of Educational Research, 86(4), 1111-1150. https://doi.org/10.3102/0034654315627864
• Lee, K. H., Na, G., Song, C. G., & Jung, H. Y. (2020). How does pedagogical flexibility in curriculum use promote mathematical flexibility? An exploratory case study. Mathematics, 8(11), 1987. https://doi.org/10.3390/math8111987
• Lewis, A. (1999). Past and present perceptions surrounding mission education: A historical metabletical overview [Doctoral dissertation, University of Stellenbosch].
• Lim, C. P., & Hang, D. (2003). An activity theory approach to research of ICT integration in Singapore schools. Computers & Education, 41(1), 49-63. https://doi.org/10.1016/S0360-1315(03)00015-0
• Liu, S. H. (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers & Education, 56, 1012-1022. https://doi.org/10.1016/j.compedu.2010.12.001
• Lock, J. V., & Redmond, P. (2010). Transforming pre-service teacher curriculum: Observation through a TPACK lens. In Proceedings of the 27^th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Curriculum, Technology and Transformation for an Unknown Future (pp. 559-564).
• Maat, S. M. B., & Zakaria, E. (2010). The learning environment, teacher’s factor and students’ attitude towards mathematics amongst engineering technology students. International Journal of Academic Research, 2(2), 16-20.
• Mensah, F. (2017). Ghanaian mathematics teachers’ use of ICT in instructional delivery. Global Journal of Human-Social Science, 17(8), 30-42.
• Mensah, J. Y., & Nabie, M. J. (2021). The effect of PowerPoint instruction on high school students’ achievement and motivation to learn geometry. International Journal of Technology in Education, 4(3), 331-350. https://doi.org/10.46328/ijte.55
• MOE. (2015). ICT in education policy. Ministry of Education.
• Motschnig-Pitrik, R., & Holzinger, A. (2002). Student-centered teaching meets new media: Concept and case study. Journal of Educational Technology & Society, 5(4), 160-172.
• Mouza, C. (2008). Learning with laptops: Implementation and outcomes in an orban, onder-privileged school. Journal of Research on Technology in Education, 40(4), 447-472. https://doi.org/10.1080/15391523.2008.10782516
• Mouza, C. (2022). Rethinking equity in EdTech teacher preparation. Contemporary Issues in Technology and Teacher Education, 22(4), 621-624.
• Muganga, L., & Ssenkusu, P. (2019). Teacher-centered vs. student-centered: An examination of student teachers’ perceptions about pedagogical practices at Uganda’s Makerere University. Cultural and Pedagogical Inquiry, 11(2), 16-40. https://doi.org/10.18733/cpi29481
• Naidoo, J., & Kapofu, W. (2020). Exploring female learners’ perceptions of learning geometry in mathematics. South African Journal of Education, 40(1), 1727. https://doi.org/10.15700/saje.v40n1a1727
• OECD. (2015). TALIS 2013 results: Teaching in focus brief no. 12–Teaching with technology. OECD Publishing.
• Ogunniyi, M. B. (2016). Mathematics teachers’ perceptions of the use of technology in teaching. Journal of Educational and Social Research, 6(3), 29-39.
• Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated model. Online Learning Journal, 21(3), 166-190. https://doi.org/10.24059/olj.v21i3.1225
• Powers, R., & Blubaugh, W. (2005). Technology in mathematics education: Preparing teachers for the future. Contemporary Issues in Technology and Teacher Education, 5(3), 254-270.
• Tabach, M., & Trgalová, J. (2019). The knowledge and skills that mathematics teachers need for ICT integration: The issue of standards. In G. Aldon, & J. Trgalová (Eds.), Technology in mathematics teaching (pp. 183-203). Springer. https://doi.org/10.1007/978-3-030-19741-4_8
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Allyn and Bacon.
• Tajibayeva, Z., Nurgaliyeva, S., Aubakirova, K., Ladzina, N., Shaushekova, B., Yespolova, G., & Taurbekova, A. (2023). Investigation of the psychological, pedagogical and technological adaptation levels of repatriated university students. International Journal of Education in Mathematics, Science, and Technology, 11(3), 755-774. https://doi.org/10.46328/ijemst.3336
• Tay, M. K, & Mensah-Wonkyi, T. (2018). Effect of using GeoGebra on senior high school students’ performance in circle theorems. African Journal of Educational Studies in Mathematics and Sciences, 14(3), 1-17.
• Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302-312. https://doi.org/10.1016/j.compedu.2008.08.006
• Tondeur, J., Forkosh-Baruch, A., Prestridge, S., Albion, P., & Edirisinghe, S. (2016). Responding to challenges in teacher professional development for ICT integration in education. Educational Technology and Society, 19(3), 110-120. https://doi.org/10.14742/ajet.3504
• Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017). A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap! Australasian Journal of Educational Technology, 33(3), 46-60.
• Venezky, R. L. (2004). Technology in the classroom: Steps toward a new vision. Education, Communication & Information, 4(1), 21-3. https://doi.org/10.1080/1463631042000211024
• Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics teachers perspectives. Journal of Science Education and Technology, 20, 17-25. https://doi.org/10.1007/s10956-010-9230-y
• Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics teachers’ perspectives. Journal of Science Education and Technology, 20(1), 17-25. https://doi.org/10.1007/s10956-010-9230-y
• Yelland, N. (2006). Shift to the future: Rethinking learning with new technologies in education. Routledge. https://doi.org/10.4324/9780203961568
• Zengin, Y., Furkan, H., & Kutluca, T. (2012). The effect of dynamic mathematics software GeoGebra on students’ achievement in teaching trigonometry. Procedia-Social and Behavioral Sciences, 31, 183-187. https://doi.org/10.1016/j.sbspro.2011.12.038

APA

Arhin, J., Boateng, F. O., Akosah, E. F., & Gyimah, K. (2024). Perceptions and readiness of high school mathematics teachers for integration of ICT tools in the teaching and learning of mathematics. Pedagogical Research, 9(1), em0179. https://doi.org/10.29333/pr/14032

Vancouver

Arhin J, Boateng FO, Akosah EF, Gyimah K. Perceptions and readiness of high school mathematics teachers for integration of ICT tools in the teaching and learning of mathematics. PEDAGOGICAL RES. 2024;9(1):em0179. https://doi.org/10.29333/pr/14032

AMA

Arhin J, Boateng FO, Akosah EF, Gyimah K. Perceptions and readiness of high school mathematics teachers for integration of ICT tools in the teaching and learning of mathematics. PEDAGOGICAL RES. 2024;9(1), em0179. https://doi.org/10.29333/pr/14032

Chicago

Arhin, Jacob, Francis Ohene Boateng, Ernest Frimpong Akosah, and Kennedy Gyimah. "Perceptions and readiness of high school mathematics teachers for integration of ICT tools in the teaching and learning of mathematics". Pedagogical Research 2024 9 no. 1 (2024): em0179. https://doi.org/10.29333/pr/14032

Harvard

Arhin, J., Boateng, F. O., Akosah, E. F., and Gyimah, K. (2024). Perceptions and readiness of high school mathematics teachers for integration of ICT tools in the teaching and learning of mathematics. Pedagogical Research, 9(1), em0179. https://doi.org/10.29333/pr/14032

MLA

Arhin, Jacob et al. "Perceptions and readiness of high school mathematics teachers for integration of ICT tools in the teaching and learning of mathematics". Pedagogical Research, vol. 9, no. 1, 2024, em0179. https://doi.org/10.29333/pr/14032