[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588124-105":59,"doc-detail-588124-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","investigating-changes-in-mathematics-teachers-intentions-regarding-web-20-technology-integration","INVESTIGATING CHANGES IN MATHEMATICS TEACHERS’ INTENTIONS REGARDING WEB 2.0 TECHNOLOGY INTEGRATION","","Research examines factors shaping pre-service mathematics teachers’ intentions to integrate Web 2.0 tools into future mathematics teaching. Thirty pre-service teachers enrolled in an elective course formed the study group. Qualitative data were gathered through semistructured interviews, reflective journals, and field notes at the beginning, middle, and end of the two-credit course. Decomposed theory of planned behaviour was used for analysis.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigating-changes-in-mathematics-teachers-intentions-regarding-web-20-technology-integration/588124/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investigating-changes-in-mathematics-teachers-intentions-regarding-web-20-technology-integration/588124.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main goal about Web 2.0 in mathematics education?","Question",{"text":112,"@type":113},"To examine factors affecting pre-service mathematics teachers’ intentions to integrate Web 2.0 tools in their future mathematics teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was qualitative data collected during the course?",{"text":117,"@type":113},"Semistructured interviews, reflective journals, and field notes were collected at the beginning, middle, and end of the two-credit course.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors were found to influence pre-service teachers’ intentions?",{"text":121,"@type":113},"Attitudes, subjective norms, and perceived behavioural control explicitly influenced their intentions regarding Web 2.0 technology integration.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588124,1792116765,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","INVESTIGATING CHANGES IN MATHEMATICS TEACHERS’INTENTIONS REGARDING WEB 2.0 TECHNOLOGY INTEGRATION  \nÜmit Kul, Sedef Çelik  \nAbstract: This research was conducted to examine factors affecting pre-service mathematics teachers’ intentions to integrate Web 2.0 tools in their future teaching of mathematics. Thirty preservice teachers who registered for the elective course within the department comprised the study group for the research. At the beginning, middle and end of the two-credit course, three semistructured interviews, reflective journals and field notes were used to collect the qualitative data.  \nThe decomposed theory of planned behaviour was used to analyse the collected data. The results of this study showed that attitudes, subjective norms and perceived behavioural control explicitly influence pre-service mathematics teachers’ intentions regarding Web 2.0 technology integration. In particular, pre-service teachers expressed their inclination to use Web 2.0 applications in their professional lives so as to develop student learning, communication, and share teaching materials.  \nAlthough future mathematics teachers plan to apply Web 2.0 technologies in mathematics education because of pedagogical outcomes, they held the belief that successful integration of Web 2.0 is contingent upon the meaningful integration of these technologies with mathematics topics being taught and learning outcomes. This study presents some recommendations for educators who will prepare pre-service mathematics teachers to integrate Web 2.0 technologies within the teacher education program.  \nKeywords: intentions, future teachers, web 2.0, technology integration, mathematics education  \n1. Introduction  \nTechnology is clearly changing and transforming the world we live in. This change is also visible in the educational process; it provides a variety of opportunities for stakeholders in the teaching process especially when designing teaching material and developing educational content. Web-based technologies are one of these opportunities. When educational activities in the 21st century are examined, Web-based educational technologies attract the curiosity and interest of many researchers and these technologies are expected to create a significant effect in the learning and teaching process (Bower, 2012; Jimoyiannis, Tsiotakis, Roussinos & Siorenta, 2013) . As Internet technologies reach very large communities maintaining education and teaching activities becomes easier. In this way, in recent years educational organisations in many countries have performed studies to improve technology integration in schools. Examples of these projects include “Preparing Tomorrow’s Teachers to Use Technology”(PT3) in the United States of America and “Teaching Teachers for the Future”(TTF) in Austria (Albion, 2014) . One of the five components of the FATIH project implemented by the Turkish Ministry of National Education (MONE) in 2010 was ensuring and managing educational e-content (MONE, 2017) . With the aim of making technology a basic component of teaching classes, web-based applications along with electronic content enriched by multiple environmental components in the form of audio, visual, video and animation supported this process (EIN, 2017; Yıldız, Sarıtepeci & Seferoğlu, 2013) .  \nIt is known that to achieve the target of being an information society and for teachers to create social learning environments with active participation, they need to have effective skills in using different  \ntypes of technologies in lessons (Nelson, Christopher & Mims, 2009) . However, teachers have not reached sufficient levels in terms of integrating these new generation technologies with teaching in the classroom (Dağ, 2016; Ekici & Yılmaz, 2013; Elmas & Geban, 2012) and it appears they have not received the necessary professional development to be able to use these tools effectively in teaching (Binghimlas, 2009) . Pre-service teachers who have newly graduated stated they ","cbCaiaP9UNdfOiYU","https://ap.wps.com/l/cbCaiaP9UNdfOiYU","pdf",356101,16,"English","# Introduction\n## Technology and Web-based learning opportunities\n## Teacher skills and professional development\n## Teachers’ intentions and beliefs for Web 2.0 integration","[{\"question\":\"What is the study’s main goal about Web 2.0 in mathematics education?\",\"answer\":\"To examine factors affecting pre-service mathematics teachers’ intentions to integrate Web 2.0 tools in their future mathematics teaching.\"},{\"question\":\"How was qualitative data collected during the course?\",\"answer\":\"Semistructured interviews, reflective journals, and field notes were collected at the beginning, middle, and end of the two-credit course.\"},{\"question\":\"Which factors were found to influence pre-service teachers’ intentions?\",\"answer\":\"Attitudes, subjective norms, and perceived behavioural control explicitly influenced their intentions regarding Web 2.0 technology integration.\"}]","INVESTIGATING CHANGES IN MATHEMATICS TEACHERS’ INTENTIONS REGARDING WEB 2.0 TECHNOLOGY INTEGRATION | PDF",1792064574]