Barriers to using ICT in mathematics teaching: issues in methodology

In this paper we examine the barriers to using ICT of secondary mathematics teachers in the classroom. The sample contained 114 mathematics teachers from public secondary schools in New South Wales (Australia). The instrument used in this study was a survey questionnaire mailed to secondary schools in the New South Wales Department of Education and Training. The questionnaire design is a closed-response with five openended questions. Results of the study showed that lack of access to computer labs is the number one barrier to using ICT in the classroom. But when a second analysis using a logistic regression analysis modeling was used, the non-users of computers paint a different picture. The number of teachers indicating lack of lesson plans as a barrier was significantly higher for teachers who do not use technology than teachers who do use technology in the classroom.