Teacher Perceptions of Technology in Algebra Classes: A Qualitative Exploratory Case Study
Teacher perceptions are crucial in integrating technology in high school algebra classes. The problem was the limited inclusion of technology in algebra classes because of the traditional approach to teaching algebra. There is a gap in the literature regarding the influences of teachers' fixed or growth mindsets on their perceptions. The purpose of this qualitative exploratory case study was to explore how teachers' mindsets influence their attitudes toward the inclusion of technology in high school algebra classes at one school district in New Jersey. Self-perception theory (SPT) and the technology acceptance model (TAM) were combined in the current study to analyze teacher mindset influences on their perceptions of integrating technology in high school algebra classes. Research questions sought to answer possible influences of teachers' mindsets on teacher perceptions of the inclusion of technology in high school algebra classes. The research design was a qualitative exploratory case study with a target population comprising 65 math teachers working for a New Jersey school district. Eighteen teachers who taught algebra were selected. NVivo, a qualitative data analysis software, was used to conduct a thematic analysis of data from focus groups and semi-structured interviews. The thematic analysis closely examined common themes, topics, and ideas. The findings revealed the influence of fixed and growth mindsets on teacher perceptions. While teachers with a fixed mindset perceived technology inclusion negatively, teachers with a growth mindset perceived technology inclusion positively. Educational leaders should improve professional developments that address mindsets.