Teachers’ Conceptions of Technology, School Policy and Teachers’ Roles When Using Technology in Instruction
Samuel Obara 1  
Bikai Nie 1
More details
Hide details
Texas State University, San Marcos, Texas, U.S.A.
East Georgia State College, Swainsboro, Georgia, U.S.A.
Online publish date: 2018-01-18
Publish date: 2018-01-18
EURASIA J. Math., Sci Tech. Ed 2018;14(4):1337–1349
This case study invested effort in capturing individual teachers’ responses to their conceptions of technology and school policy on technology, and how they actually or intentionally used technology, to clarify what roles teachers played in the use of technology. The study indicates that the teachers’ conceptions of technology and school policy on technology had an impact on how they actually or intentionally use technology. The roles teachers played in the use of technology are Learners, Leaders, Collaborators, and Designers.
Abrami, P. C. (2001). Understanding and promoting using complex learning using technology. Educational Research and Evaluation, 7, 113–136.
Albion, P. R. (2003). Graduating teachers’ dispositions for integrating information and communications technologies into their teaching. Retrieved from http://
Aydin, M. K., Mehmet G., & Vanderlinde, R. (2016). Evaluating ICT integration in Turkish K-12 schools through teachers’ views. EURASIA Journal of Mathematics, Science & Technology Education, 12(4), 747-766.
Common Core State Standards Initiative. (2010). Common Core State Standards for mathematics. Retrieved from
Donnelly, M., Dove, J., & Tiffany-Morales, J. (2002). Technology-related professional development in the Context of educational reform: A Literature Review. Subtask 5: Professional Development Study GSA Project P10474. Prepared for: Collette Roney U.S. Department of Education Planning and Evaluation Service Washington, DC.
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.
Ertmer, P. A., Ottenbreit-Leftwich, A., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59, 423-435.
Gonzalez, M. J., & González-Ruiz, I. (2017). Behavioural intention and pre-service mathematics teachers’ technological pedagogical content knowledge. EURASIA Journal of Mathematics, Science & Technology Education, 13(3), 601-620.
Hew, K. F., & Brush, T. (2007). Integrating technology into k-12 teaching and learning: current knowledge gaps and recommendations for future research. Education Technology Research Development, 55, 223-252.
International Society for Technology in Education (2017). National educational technology standards. Retrieved from
Johnston, J., & Barker, L. (Eds.). (2002) Assessing the impact of technology in teaching and learning. University of Michigan: Institute for Social Research.
Jonassen, D. H., & Reeves, T. C. (1996). Learning with technology: Using computers as Cognitive tools. In D. H. Jonassen, Handbook of research for educational communications and technology (pp. 693 719). New York, NY: Simon & Schuster Macmillan.
Kao, C. (2017). Web-searching to learn: The role of internet self-efficacy in pre-school educators’ conceptions and approaches. EURASIA Journal of Mathematics, Science & Technology Education, 13(6), 2039-2056.
Kaput, J. (1992). Technology and Mathematics Education. In D. Grouws (Ed.) Handbook of research in mathematics teaching and learning (pp. 515 556). New York, NY: Macmillan.
Kilinç, A., Ertmer, P., Bahcivan, E., Demirbag, M., Sonmez, A., & Ozel, R. (2016). Factors influencing Turkish preservice teachers’ intention to use educational technologies and the mediating role of risk perceptions. Journal of Technology and Teacher Education, 24(1), 37-62.
Knapp, M. (2002). Understanding how policy meets practice: Two takes on local response to a state reform initiative. Seattle, WA: University of Washington.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
Muhametjanova, G., & Cagiltay, K. (2016). Integrating technology into instruction at a public university in Kyrgyzstan: Barriers and enablers. Eurasia Journal of Mathematics Science and Technology Education, 12(10), 2657-2670.
National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA: NCTM.
Niess, M. L. (2006). Preparing teachers to teach mathematics with technology. Contemporary Issues in Technology and Teacher Education, 6(2), 195-203.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct, Review of Educational Research, 62(3), 307-332.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd Ed.). Thousand Oaks, CA: Sage.
Ruthven, K. (1996). Calculators in the mathematics curriculum: The scope of personal computational technology. In International handbook of mathematics education (pp. 435-468). Springer Netherlands.
Strauss, A., & Corbin, J. (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (2nd Ed.). Thousand Oaks, London, New Delhi: Sage Publications.
Thompson, A. G. (1984). The Relationship of Teachers’ Conceptions of Mathematics and Mathematics Teaching to Instructional Practice. Educational Studies in Mathematics, 5(2), 105-127.
Thompson, A. G. (1992). Teachers’ Beliefs and Conceptions: A Synthesis of the Research. In D. A. Grouws (Ed.) Handbook of Research on Mathematics Teaching and Learning (pp. 127-146). New York: Macmillan Publishing Company.