Exploring demographic influences on digital technology integration in Chinese primary mathematics education

International Electronic Journal of Mathematics Education, Journal Year: 2025, Volume and Issue: 20(2), P. em0810 - em0810

Published: Jan. 2, 2025

In the evolving landscape of primary mathematics education, this study investigates impact gender, age, teaching experience, educational background, and mathematics-specific education on factors integrating digital technology during post-pandemic era in schools. Data from 554 teachers China, were analyzed using Technological Pedagogical Readiness scale across eleven constructs with Kruskal-Wallis Mann-Whitney <i>U</i> tests for statistical examination. Results indicate a significant difference Content Knowledge (TPACK) construct based female exhibiting stronger integration. Contrary to findings other studies, showed no substantial gender differences, suggesting an equalizing effect potentially propelled by widespread adaptation pandemic. Age experience did not present variations integration, revealing shift previously understood dynamics where younger, less experienced educators considered more technologically-inclined. Educational levels, including junior college, bachelor’s degree, master’s along significantly influence indicating standardization technological engagement regardless academic specialization or background. The study’s insights emphasize necessity inclusive professional development programs that consider these nuances support sustained use beyond

Language: Английский

Gender and regional differences in technological pedagogical readiness among primary mathematics teachers in post-pandemic China

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 17, 2024

Language: Английский