caa a22 4500 445829370 CHVBK 20180317145309.0 cr unu---uuuuu 170323e20111201xx s 000 0 eng 10.1007/s10639-010-9141-9 doi (NATIONALLICENCE)springer-10.1007/s10639-010-9141-9 ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana [Elektronische Daten] [Douglas Agyei, Joke Voogt] Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at senior high school levels in Ghana. Interviews and survey data were used for data collection. Preliminary results showed that mathematics teachers in Ghana do not integrate ICT in their mathematics instruction. Among the major perceived barriers identified were: Lack of knowledge about ways to integrate ICT in lesson and Lack of training opportunities for ICT integration knowledge acquisition. To overcome some of these barriers, opportunities of a professional development arrangement for pre-service mathematics teachers were explored. Findings from the study revealed specific features of a professional development scenario that matters for ICT integration in mathematics teaching in the context of Ghana. The Author(s), 2010 ICT use nationallicence Professional development nationallicence Computer competencies nationallicence Mathematics education nationallicence Computer attitude nationallicence Ghana nationallicence Agyei Douglas School of Physical Sciences, Department of Mathematics & Statistics, University of Cape Coast, Cape Coast, Ghana aut Voogt Joke Department of Curriculum Design and Educational Innovation, University of Twente, P.O. Box217, 7500AE, Enschede, The Netherlands aut Education and Information Technologies Springer US; http://www.springer-ny.com 16/4(2011-12-01), 423-439 1360-2357 16:4<423 2011 16 10639 https://doi.org/10.1007/s10639-010-9141-9 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10639-010-9141-9 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Agyei Douglas School of Physical Sciences, Department of Mathematics & Statistics, University of Cape Coast, Cape Coast, Ghana aut NATIONALLICENCE 700 1- Voogt Joke Department of Curriculum Design and Educational Innovation, University of Twente, P.O. Box217, 7500AE, Enschede, The Netherlands aut NATIONALLICENCE 773 0- Education and Information Technologies Springer US; http://www.springer-ny.com 16/4(2011-12-01), 423-439 1360-2357 16:4<423 2011 16 10639 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer