This paper examines the impact of a series of design changes to an online mathematics education course in terms of transactional distance between learner and teachers, pre-service education students’ attitudes towards mathematics, and their development of mathematical pedagogical knowledge. Transactional distance theory (TDT) was utilised to investigate and describe the interactions among cours...

1 Slavko Kocijancic, University of Ljubljana, Faculty of Education, Dept of Physics and Technology, SI-1000 Ljubljana, Slovenia, [email protected] Abstract  The attitude of pupils at secondary school level towards science and technology is significantly influenced by their teachers. Since studying engineering and science has become less popular in recent years it is important to make scien...

The present thesis aims to empirically determine the effects of technology, specifically the integration of e-learning within English language teaching, on students’ perception of teachers’ role. Participants were divided into experimental (e-learning) E-group and controlled (traditional) T-group. SPSS was used to analyze the data collected. The results show that, in both groups, students’ perc...

This study explores Turkish primary mathematics trainee teachers’ attitudes to computer and technology. A survey was conducted with a self constructed questionnaire. Piloting, factor and reliability ( = 0.94) analyses were performed. The final version of the questionnaire has three parts with a total of 48 questions including a Likert type attitude scale which contains 39 statements. The sample...

The present study was under taken at District Dir Lower Khyber Pakhtunkhwa Pakistan in order to know about the knowledge, attitude and practices of teachers towards epileptic students. This cross sectional study was carried out among teachers from both public and private sector schools (Primary, Middle and High). A self-administered closed ended KAP questionnaire was administered among 150 teac...

The Mathematics and Technology Attitudes Scale (MTAS) is a simple scale for middle secondary years students that monitors five affective variables relevant to learning mathematics with technology. The subscales measure mathematics confidence, confidence with technology, attitude to learning mathematics with technology and two aspects of engagement in learning mathematics. The paper presents a m...