ArticleFrontiers in psychology2020
The Importance of Teachers' Need for Cognition in Their Use of Technology in Mathematics Instruction.
Article in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Information literacy in the digital age: information sources, evaluation strategies, and perceived teaching competences of pre-service teachers.Frontiers in psychology · 2024Article
- The role of cognitive motivation and self-regulation in coping with occupational demands.Frontiers in psychology · 2024Article
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Authors and funding
3 authors.
Funding
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Abstract
Modern technology offers an increasing number of tools for teaching mathematics, but technology adoption in schools encounters many barriers. The Technology Acceptance Model explains that technology usage is dependent on intentions, which rest on perceived ease of use and perceived usefulness. Less is known about the relationship between intentions and actual behavior. In the current study we show that the level of cognitive investment on the part of the teachers, captured by the construct of Need for Cognition (NC), is crucial in the use of technology in mathematical instruction, while controlling for a variety of background factors. Furthermore NC moderates the relationship between intentions and technology use, such that high NC weakens the relationship between the perceived usefulness of technology in pedagogy and its actual use.
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Registered trials
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