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This study was designed to examine the effect of ICTintegration (use of Smart Notebook) on pre-service teachers’ attitudes at a selected college of education in the Bono Region of Ghana. One group experimental design was used to examine 36 first-year mathematics major pre-service teachers’ cognitive, affective and conative domains of attitude towards ICTintegration. The Tripartite model of attitude was used to examine the relationships and predictability of cognitive, affective and conative dimensions of attitude towards the integration of ICTbased intervention. A four point likert-Scale questionnaire instrument was used to collect data on all the four constructs involved in the framework. The questionnaire was administered on the pre-service teachers before and after the ICT-based intervention and the data were analyzed using correlation, regression, and paired samples t-test, based on which the research questions were answered. The results showed that all the dimensions have a strong influence on pre-service teachers’ attitudes before and after the ICT-based intervention in teaching and learning of geometrical constructions. The cognitive domain reported the strongest relationship and the best predictor of preservice teachers’ attitudes while affective dimension showed the least relationship and least predictor of attitude before the ICTbased intervention. However, the Affective dimension reported the strongest relationship and best influential determinant of the pre-service teachers’ attitude after the intervention. In addition, the study found significant differences in pre-service teachers’ attitudes before and after the ICT-based intervention in teaching and learning of geometrical constructions. This study as well suggests that to influence pre-service teachers’ attitudes positively, the affective (feelings) domain should be given more attention when designing ICT-integration lessons in the teaching and learning of geometrical constructions. It is therefore recommended that mathematics tutors in the colleges of education should identify such ICT-based interventions and use them in teaching and learning of mathematics to develop preservice teachers’ attitudes positively towards the subject.

Examining Pre-Service Teachers’ Attitude Towards Ict-Integration In Teaching And Learning Of Geometrical Constructions