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Inservice Mathematics Teachers’ Attitudes Towards Hybrid Learning Environments
PROCEEDINGS

, , University of Northern Colorado, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study is to investigate inservice mathematics teachers’ attitudes regarding their experiences with technology use in a hybrid environment, the challenges of learning mathematics in the hybrid environment, and how they would suggest overcoming these challenges. Twenty-three inservice mathematics teachers who took mathematics courses in a hybrid setting at two universities in the Rocky Mountain region of the United States were surveyed. In addition, a focus group of six inservice mathematics teachers were further interviewed. Participants’ responses to the Inservice Teacher Attitude Survey toward technology were calculated and ranked for each survey item. A thematic analysis was conducted to identify emerging themes and patterns for responses of open-ended questions. The results will offer insights and provide recommendations for mathematics teaching and learning in a hybrid environment.

Citation

Ku, H.Y. & Akarasriworn, C. (2010). Inservice Mathematics Teachers’ Attitudes Towards Hybrid Learning Environments. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 587-592). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 15, 2019 from .

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