Original Research

Designing mathematical-technological activities for teachers using the Technology Acceptance Model

Gerrit Stols
Pythagoras | Issue 65 | a86 | DOI: https://doi.org/10.4102/pythagoras.v0i65.86 | © 2007 Gerrit Stols | This work is licensed under CC Attribution 4.0
Submitted: 14 October 2007 | Published: 14 October 2007

About the author(s)

Gerrit Stols, University of Pretoria, South Africa

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Abstract

The objective of this study was the design and development of mathematical technological activities. The guiding model in developing these activities was the Technology Acceptance Model (TAM). The two main issues to address, according  to the  model,  are the “perceived ease of use” and the “perceived usefulness” of the software. The activities were used, refined and tested in a professional development programme which consisted of five hands-on laboratory sessions, lasting 2 hours each, spaced over a 3-month period. The study found that the approach of letting teachers experience technology while engaged in authentic mathematical tasks promotes the perceived usefulness of Geometer’s Sketchpad (GSP) by the teachers. At the end of the series of workshops, 91% of the teachers indicated in the summative evaluation that these workshops helped them to  understand  geometry better. This finding was supported by the 21.5% increase in the pre-test and post-test average score.

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1. THE INTEGRATION OF PROBLEM-BASED AND COLLABORATIVE LEARNING ASSISTED BY GEOMETER'S SKETCH PAD: ITS EFFECTS ON STUDENTS' HIGHER-ORDER THINKING SKILLS AND COLLABORATIVE SKILLS
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