Contributing Factors to Pre-service Mathematics Teachers’ e-readiness for ICT Integration

Abstract

This study investigated pre-service teachers’ e-readiness to use ICTs for instruction. The primary data source for the study is a set of survey instrument responded by 126 pre-service mathematics teachers at the University of Education Winneba, Ghana. The survey instrument has a reliability scales (Cronbach’s Alpha values) of 0.726. Multiple linear regression analysis was performed. Results revealed that, pre-service teachers’ Technological Pedagogical Content Knowledge, TPACK (mean=3.76, SD=0.53), Perception of the effectiveness of ICT in teaching and learning (mean=3.85, SD=0.38), Perception of the Barriers in ICT integration (mean=3.08, SD=0.38) contributes 42.1%, 11.3% and 9.9% to the variances in the e-readiness of pre-service teachers (mean=3.63, SD=0.40). The findings could inform policy makers and teacher training institutions particularly in sub-Saharan Africa about the need to develop pre-service teachers’ TPACK and address the barriers to ICT integration in order to promote the pedagogical use of ICT in mathematics instruction. Research with larger samples is hereby suggested before any major implementation of the recommendations.