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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 teachers’ views about perceived teaching assistance and perceived learning assistance may play an important role in the technology adoption process. Table 5: The correlations among PC, PL, and PT (n=250) PC PL PT PC 1 .581 ** .605 ** PL .581 ** 1 .700 ** PT .605 ** .700 ** 1 Note. **p
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 in technology integration after training in the Magic Board workshop. The results may imply personal and vicarious experiences, as well as social and culture norms, having some potential for altering teachers’ beliefs. Moreover, teachers may become motivated to make changes in their instructional practices (Millsaps, 2000), and have an impact on their students (Patterson & Norwood, 2004). Future research needs to verify their relative impact. Furthermore, the correlation among the three subscales indicates that teachers had a higher score on PC correlated with higher scores on PT and PL. This is consistent with Ertmer’s (2005) findings that integration is better determined by observing the extent to which technology is used to facilitate teaching and learning. Thus, teachers’ views about perceived teaching assistance and perceived learning assistance may play an important role in the technology adoption process. The result shows that no gender difference was found in all three subscales when comparing the responses of male teachers and female teachers. However, previous studies (e.g., van Braak, Tondeur, & Valcke, 2004) found that female teachers reported significantly lower levels of educational computer use than their male counterparts did. The training in the Magic Board workshop seemingly reduced the gender gap of teachers’ conceptions toward Magic Board. With a user-friendly feature, teachers only need to possess the most fundamental computer skills to operate Magic Board. This might provide female teachers with more confidence in using Magic Board to teach mathematics. This study reveals that access to data projectors in teachers’ classrooms has an influence on teachers’ perspectives about perceived teaching assistance and these teachers seemed to perceive competence of technology integration. Hennessy, Deaney, & Ruthven (2005) claimed that limited access to technology and insufficient technological support are some of the reasons why teachers might not take advantage of the educational power of technology. Although the barriers related to equipment support can cause significant problems for technology integration, teachers may solve these problems through hand-me-downs, grants, and private donations. The results of this study support another way to promote technology adoption among teachers at different levels. Researchers need to develop easy-to-use tools so that the teacher does not need to spend extra time and energy learning to use the technology. Since Magic board is designed to support a wide range of teaching approaches, it does not require a teacher to change his pedagogy in order to use technology. Moreover, it uses a common graphic-interface web browser, making it easy to learn and use because many pre- and in-service elementary school teachers have already had experience with such software. Future research should examine how teachers’ perceptions toward Magic Board influence their choice of how and when to use it in instruction. For instance, it is important to determine if this group of teachers, influenced by the training of Magic Board workshop, are the only teachers using virtual manipulatives in ways central to their mathematics lessons or if other teachers are using manipulatives in the same ways. Further examinations, using in-depth interviews with teachers and observations of classroom implementation, have the potential to reveal additional insights into these results. ACKNOWLEDGMENTS This study was supported by the National Science Council in Taiwan (Grant No. NSC 96-2520-S-033-002). Any opinions, findings, and conclusions or recommendations expressed in this article are those of the authors and do not necessarily reflect the views of NSC. REFERENCES Bagozzi, R. P., Davis, F. D., & Warshaw, P. R. (1992). Development and test of theory of technological learning and usage. Human Relations, 45(7), 660-686. Char, C. A. (1989). Computer graphic feltboards: New software approaches for young children mathematics exploration. San Francisco American Educational Research Association. Clements, D. H., & Sarama, J. (1998). Building blocks foundations for mathematical thinking, pre-kindergarten to grade 2: Research-based materials development. National Science Foundation Grant No. ESI- 9730804. Buffalo, N.Y.: State University of New York at Buffalo. Clements, D. H., & Sarama, J. (2005). Young children and technology: What is appropriate? In W. J. Masalski (ed), Technology-supported mathematics learning environments (sixty-seventh yearbook), pp. 51-73. Reston, VA: NCTM. Cohen, D. K., & Ball, D. L. (1990). Policy and practice: An overview. Educational Evaluation and Policy Analysis, 12(3), 347-353. Cuban, L., Kirlpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, Copyright © The Turkish Online Journal of Educational Technology 116
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