Does ICT provide access to mathematics teaching and learning?
A Seminar Paper
Introduction
1.1 Background of the study
1.2 Objectives
Methodology
2.1 Document Analysis
2.2 Interview with Teacher and Student
2.3 Observation
2.4 Data Analysis
Literature Review
3.1 ICT in mathematics teaching and learning
teacher implementing and access
(Moila, 2006) Did a research on
“the use of educational technology in mathematics teaching and learning: An
investigation of a South African rural secondary school.” The investigation
followed a mixed method approach that was more evaluate and was a case study.
The study consist 25 students and 5-mathematics teacher from phusela secondary.
The findings concluded that the computer technology was not used in mathematics
teaching and learning, there are no plans on the use of educational technology
tools in mathematics teaching and learning, inadequate educators training on
the use of educational technologies in teaching and learning and lack of
relevant educational technology tools for rural school.
3.2 Students access ICT in mathematics teaching and
learning
(Keong, Horain, & Daniel, 2005) Did a research on “a
study on the use of ICT in mathematics teaching” in Malaysia. This research
deployed a survey method to investigate the use of ICT and barriers of
integrating ICT into the teaching of mathematics. The survey was carried out
during mathematics in-service course conducted by state education department.
The finding concluded that the use of ICT in teaching mathematics could make
the teaching process more effective as well as enhance the student’s
capabilities in understanding basic concepts. Nevertheless, implementing its
use in teaching is not without problems as numerous barriers may arise.
Findings & Discussion
4.1 Status of ICT Teacher Access to Mathematics
Teaching and Learning
4.1.1 Improper training
4.2 Students Access of ICT in Mathematics Teaching
and Learning
4.2.1 Access to ICT at Home
Conclusion
References
Appendix- A: Teacher’s Interview Guideline
3. On
which aspects of understanding of mathematics ideas does the study focus?
Appendix- B: Student’s Interview Guideline
A Seminar Paper
Abstract
This
is a study on “Does ICT provide access to mathematics teaching and learning?”
The objectives of the study was to investigate the use of ICT in mathematics
teaching and learning. The main objectives of this study were to identify
teacher access and students access ICT in mathematics teaching and learning at
secondary level.it contains method that I employed while collecting data, such
as document analysis, interview, questionnaire and observation. The data were
organized, grouped, analyzed and interpreted.
Information and Communication Technology (ICT)
plays vigorous role to make mathematics teaching learning activities more
meaningful. This paper will try to address the queries: such as what are the
opportunities to use ICT in mathematics classroom? ICT helps the teacher and
student to become a more active in mathematics education.
The result of the study showed that
the school have sufficient ICT tools with suitable existing situation for
mathematics teaching and learning. The teacher and students have positive
opinion for practices of e-learning in mathematics teaching and learning. ICT
provide access to mathematics teaching and learning emphasis students and
teacher. All the teacher and students agreed that the ICT uses are very useful
for higher achievement as well as a higher study.
Keywords:
ICT, Access,
Mathematics Teaching and Learning, E-Learning, Quality Educations
List
of Abbreviations
ICT: Information
Communication and Technology
MOE: Ministry of
Educations
GON: Government of Nepal
SSDP: School Sector
Development Programs
TPD: Teacher Professional
Development
NCED: National Center for
Educational Development
NCTM: National Council of
Teachers of Mathematics
TU: Tribhuvan University
HSEB: Higher Secondary
Examination Board
ISP: Internet Subscriber
Protocol
NGO: Non-Government
Organization
OLPC: One Laptop per
Child
DEO: Department of
Education
Table of Contents
Introduction
1.1 Background of the study
Creative
and innovative applications of information and communication technologies (ICT)
have long seen as important potential tools to enable mathematics teaching and
learning reform processes improving both access to education, and the
quality of that education. Several scholars suggest that ICT will be an
important part of education for the next generation.
The
new technologies have the potential to upkeep education across the curriculum
and deliver opportunities for efficient student‐teacher communication in ways not possible
before. ICT in mathematics education has the potential to transform teaching. Communication
refers to the means of transferring knowledge from one person to another person
or one place to another or so on. In other words, exchanging information views
and felling has known as communication. All the development and discoveries are
true today because of the growing trend of ICT.
The
traditional instruction style in Nepal is advocate not only by teacher but also
by parents. Thus, Nepalese education is strongly influence by content and by
examination driven practices, with little or no attention paid to encourage
students to use their knowledge and skills to solve practical problems, or to
try to access their own, already acquired knowledge and construct new ideas.
Traditional methods of teaching and learning are still dominant in Nepal, so
professional development in more modern pedagogical practice is an area
deserving close attention. As it is teaches distribute knowledge and skill to
their students who in turn memorize facts, definitions and algorithms, but who
have little or no practice in thinking for themselves.
The
researcher aims to bridge the student’s concepts of mathematics and facilitate
their learning with the practices of ICT mathematics. That they learn to value
mathematics, become confident in their ability to do mathematics, become
mathematics problem solver, learn to communicate mathematically and learn to
reason mathematically. Where there is the growing use of ICT in all the
subjects as well as mathematics, which was, try to find out the positive signs
of improvement in the subject.
Information
Communication and Technology (ICT) has a minimal non-existent role at
university level in Nepal. Lack of both resources and investment are among the
reason; however, a larger problem may be the low priority placed on building an
education system, which will enable Nepalese young people to function better in
the modern world. For example, there is no clear vision regarding the use of
ICT in the classroom b teacher or student. Although the government of Nepal has
initiated a school reform project in which ICT-assisted “child-friendly”
teaching/learning are encourage in all school (MOE, 2007), no noticeable
implementation is yet evident.
It
was been known that science and technologies have been playing great role in
the field of new conception, teaching materials and teaching learning method. It
has been attended that every teacher priority for the use of computer
technology, has to know how students have accepted these achievement and
students are able to reach them solve to the depth of problems and are active
to achieve their goals, because these things are the vital organs for the
educational facilities. The reason for the concern about higher level of
mathematical skills and knowledge is that mathematics is the basis of many
successful careers and lives.
1.2 Objectives
The main objective
of this study was to find out the “does ICT provide access to mathematics
teaching and learning?” The specific objectives of this study were as follows:
I.
To identify teacher access implementing
ICT in mathematics teaching and learning.
II.
To find out students access ICT in
mathematics teaching and learning in classroom.
 |
| Small Research [Seminar Paper] |
Methodology
The require methods of this study were Interview,
Questionnaire, observation and document analysis. To conduct this “does ICT
provide access to mathematics teaching and learning?” is qualitative research
design. This design deals with procedure of the qualitative research, which was
carry out to achieve the response of the problem.
2.1 Document Analysis
To collected, require
data this study were different document analysis likewise, ICT Master Plan
(2013-2017), School Sector Development Programs (2016-2023) and ICT National
Policies-2015.
2.2 Interview with Teacher and Student
I had selected on secondary school
(JanaSewa Higher Secondary School, Kirtipurr) of Kathmandu District purposively.
I have taken 2-teacher interview and 2- students’ interview participation for
qualitative data collection. The researcher granted permission from the Head of
the Schools and Subject teachers to conduct an experiment. For collecting
information and data with related topics, the interview will be conduct for
teacher and student based on interview manual. The teachers and students I
selected for the study were mathematics teaching and learning in secondary
level. First fall, I went to these schools then meet the head master
(gatekeeper). I requested for seminar paper research. Then, I meet the teacher
and students arranged the leisure time for interview. Then I have approval from
teacher and students. First fall, two teacher interview about my proposal
objectives (See Appendix-A). Then I have took the students interview about my
relate objectives question (See Appendix-B).at the end of this interview hearty
thanks for helps.
2.3 Observation
As a data, gathering devices direct observation makes an
important contribution to descriptive research. Participant observation is that
in which the observation is familiar and participate with the object of the
study. This study was participant observation where researcher was
participating in the classroom. For my research, I have observed the student
activity classroom some important data collection.
2.4 Data Analysis
The
information and data collected from various source and means will be analyze
meaningfully by qualitative method. As well as the time of study conclusion
will be produce out based on interview, observation and document analysis by
using descriptive method. This study were received data collected. Then, data
was group based on the objectives. In this section was discussion about
different topics and sub-topics. Then, according to fundamental discussion were
data arrangement. I have analyzed the data b linked with many literatures.
Literature Review
3.1 ICT in mathematics teaching and learning
teacher implementing and access
According
to (ICT Master Plan(2013-2017)) has mainly focus on
Integrating ICT in all aspects of education. Using ICT in education to increase
access to quality education in rural areas. To give emphasis on the use of ICT
to increase efficiency and effectiveness of the management system in education.
The development of ICT infrastructures, human resources, digital contents and
system enhancement in education. To reduce the digital divide. This master plan
should be ICT for all students, meaning that the policy would act as an enabler
to reduce the digital gap. To promote educational access and equity for all
regardless of age, gender, ethnicity, disability or location. The role and
function of ICT in education as a teaching and learning encourage digital
learning materials. Use ICT in education to increase access to quality
education in rural areas.
According to (ICT National Policies, 2015) has Expansion of
access of the Internet to all schools and develop skilled human resources
special ICT programmed for students, teachers and schools. To support Administration,
pedagogy, learning with a view to improving the quality of education and training
at all levels and enhancing access to education. A nationwide E-school and
E-education as well as lifelong learning launched to promotes e- learning.
Technical school will be the foundation for human resource and skill
development in ICT. The development of intellectual property in ICT. Greater
emphasis on ICT in school education with policy provision of: expansion of
access of the internet to all schools, co-ordination and collaboration with
national and international institutions to develop skilled human resources for
continuous, relevant and quality education, promotion of Industry-Academia
Collaboration (IAC), and formulation and implementation of special IT programs
focusing students, teachers and schools to develop competent human resources.
3.2 Students access ICT in mathematics teaching and
learning
According to (School Sector
Development Program(2016-2023)) Improving teacher
capacity resources for teacher in teaching and learning process. Interactive
materials and classes; videos, online/offline modules/ kits for teaching
math’s. ICT enable teaching and learning environment: ICT lab in 1000 schools.
Provide ICT infrastructure and teaching-learning materials. Provide ICT
teaching-learning materials to strengthen teaching interactive approaches.
Curriculum Development Center has posted these materials in its web site but
lagging behind in reaching needy school, teachers and students. Similarly, NCED
has initiated ICT teacher training through Teacher Professional
Development(TPD) Programs as an ample effort at resource center level but it
lacks in teacher preparation programs, where majority of teachers are prepared,
organized by Higher Secondary Board(HSEB) and Universities, specifically
faculty of education, Tribhuwan University (TU).
Prepare ICT teaching and learning materials
initially for math. Improve classroom delivery, increase access to learning
materials and effectiveness and efficiency of educational government and
management system. Provide ICT infrastructure and teaching-learning materials.
MOE has implemented some of the programs related to ICT in education. They are:
one laptop per child (OLPC) pilot project in selected 26 school of six
districts; Lab modal (computer sharing mechanism) projects in some school and
internet connectivity to District Educations Offices (DEOs) and school (through
matching fund to schools) and computer labs with internet connection from local
Internet Subscriber Protocol (ISPs). Department of Education (DOE), with the
involvement of some NGOs, has developed interactive digital learning materials
for the students of grades 2 to 6 in Nepali, Mathematics, English and Science
Subjects.
According
to (Hohenwarter, 2008) ICT is useful in mathematics for
learning geometry, algebra, calculus at kindergarten to university level. Thus,
ICT is dynamic, easy-to-use tool as well as an interactive mathematics for
learning mathematics in a unique style in which students have engaged in
demonstrations, construction and exploration that are no available through
paper-pencil.
The
appropriate use of ICT tools can enhance mathematics teaching and learning,
support conceptual development of mathematics, enables mathematical
investigations by learner and teacher and influence how mathematics is taught
and learnt. In the principles and Standards of School Mathematics, the National
Council of Teachers of Mathematics (NCTM) identified the “technology principle”
as one of six principles of high quality mathematics education (NCTM, 200). This
principles state” technology is essential in teaching and learning mathematics;
it influences the mathematics that is taught and enhance student learning”. However,
it is fact that the mathematics teaching and learning in Nepalese schools is
often focused on memorization of facts and formulae. The teaching and learning
mathematics where learner enhance contribute to the development of problem
solving and higher order thinking skills in mathematics.
Findings & Discussion
The
results of this study are presented in this section according to the research
question:
4.1 Status of ICT Teacher Access to Mathematics
Teaching and Learning
Access
to computers, mathematical software and Mathematics teaching and learning has
increased globally in the past few decades, but in many places like Nepal,
technology is rarely integrated substantially, or even at all, into everyday
teaching. One reason for this is the heretofore lack of appropriate
professional development for application of technologies and tools in a
classroom situation. In this issues one teacher says “we have to teach 2-3
periods per day but unable to manage to go computer lab to search the
information and if we want some time, the computer lab is usually busy.”
In this regarded ICT Master Plan
(2013-2017) to give emphasis on the use of ICT to increase efficiency and
effectiveness of the management system in education. The development of ICT
infrastructures, human resources, digital contents and system enhancement in
education. To reduce the digital divide. According to ICT National Polices (2015)
has emphasis on ICT in school education with policy provision of expansion of
access of the internet to all schools, co-ordination and collaboration with
national and international institutions to develop skilled human resources for
continuous, relevant and quality education, promotion of Industry-Academia
Collaboration (IAC). and formulation and implementation of special IT programs
focusing students, teachers and schools to develop competent human resources.
Use
of ICT does not sufficient time and ICT master plan manage to education system
only limited in document and ICT National Polices increase human skilled and coordination school and
government policies only they might not
adopt the innovation learned about in professional development. It has further
been suggested that teachers are more likely to build on what they learn from
professional development experiences when their existing knowledge and
priorities are acknowledge and made central to the learning process.
I
am totally agree this statement in secondary school not only taught
mathematics. The teacher do not provide sufficient time to ICT mathematics
teaching and learning. However, school administration and mathematics teacher
collaboration at school. In these situation the mathematics education field in
particular, more teachers should be interested in getting professional
development training in the use of advanced technology. The initiative described
in this paper was designed to encourage teachers to do this, though it was not
very successful in this aspect.
Access to teacher mathematics
teaching and learning at teacher training, infrastructure and human skilled
development resource for integrating ICT for mathematics teaching and learning
were not sufficient in Nepali context. A teacher says “in our school at one
ICT (compute, laptop and projector) lab which where student can easily access
to teaching and learning notes, assignment and project work.”
After this
interview, I concluded that student get more effective mathematics teaching and
learning and student mathematical concept it helps of student dream. The
student collaboration learning feel good uses of ICT.
ICT Master Plan emphasis on
curriculum, teaching and learning materials and training.it helps to changing
student’s mathematical knowledge and use the real world-class problem
understand at the classroom. Development of digital learning materials
establishing network among the global education institution. SSDP (2016-2023)
has Provide ICT infrastructure and teaching-learning materials. Provide ICT
teaching-learning materials to strengthen teaching interactive approaches.
Curriculum Development Center has posted these materials in its web site but
lagging behind in reaching needy school, teachers and students. ICT National
Polices (2015) mainly focus on Expansion of access of the Internet to all
schools and develop skilled human resources special ICT programmed for
students, teachers and schools. To support Administration, pedagogy, learning
with a view to improving the quality of education and training at all levels
and enhancing access to education. A nationwide E-school and E-education as
well as lifelong learning launched to promotes E- learning. Technical school
will be the foundation for human resource and skill development in ICT. The
development of intellectual property in ICT.
In this regarded worldwide e-
Learning and access to ICT use in world community. SSDP, ICT Master Plan and
ICT National Polices little change in school in this digital era. Teacher and
students also support the use of ICT in mathematics teaching and learning process,
which helps to enhancing the student’s learnings.
I
am totally agree in these situation student and teacher ICT access in
mathematics teaching and learning. The secondary school also maintains ICT lab
and teacher training. the expense of student performance on the national
examination Increased knowledge about and skill in using technology combined
with positive results in using it with students could help teachers to be more
disposed toward incorporating it in their instructional practice. The issue for
those delivering professional development to teachers concerns whether the new
skills and knowledge are given an active role in teachers’ classes after the
training is completed. Do teachers try new skills and activities with their own
students, and further, do they continue to use them after the training has concluded.
4.1.1 Improper training
For the successful and effective ICT tools uses, teacher
training is of most important ICT will be very useful for teacher and student. One
of the preliminary steps in implementing any ICT-based educational approach is
teacher perception, unless the teacher fully comfortable with new approach to
teaching, providing students with computers. That is why training related to
the specific subject with appropriate use must be essential for teacher. A
teacher says “we are not trained how use ICT in Mathematics teaching and
learning.”
After
this interview, I concluded that the master trainer at the teacher training
centers are does not highly trained ICT human resources in the ministry.
Teacher will also play a vital role in the colleagues and ICT for school
administration and information management. So the knowledge necessary to teach
the ICT subjects.
From
this, It can be seen that the training are not centered upon teaching the
particular subject. The training that the mathematics teacher need is not given
yet. National center for Educational Development (NCED) has been providing to
the teacher through national radio and FM; compute science has been taught as
an optional subject in school (grades 9 to 12), Bachelor’s and Master’s levels
are run by different colleges under various universities; various training
institutes conduct technical education and vocational training courses in
computer and ICT.
4.2 Students Access of ICT in Mathematics Teaching
and Learning
In this 21st digital era,
use of ICT in real classroom to tech mathematics were most challenging in
Nepali context. Advancements in learning opportunities tend to held back by the
ICT capabilities of the lowest common denominator, namely the students with the
least access to ICT. As ICT, access increases among students. The use of ICT in
the mathematics classroom has long been a topic for consideration by
mathematics educators.one student say “In our school 7 computer but it is
not internet connectivity in computer.”
After
this interview, I concluded that government did not provide internet
connectivity access to the local and school level. But, More effective mathematics teaching and
learning government provide internet connectivity.
But,
ICT Master Plan (2013-2017) has emphasis Expansion of access of the Internet to
all schools; Coordination and collaboration with national and international
institutions to develop skilled human resources for continuous, relevant and
quality education. SSDP (2016-2023) to Promotion of Industry-Academia
Collaboration (IAC); and Formulation and implementation of special IT programme
focusing on students, teachers and schools in order to develop competent human
resources.
In
this regard, internet connectivity is not available ICT Lab and policies about
all school available internet connectivity limited only documents. In situation
government not able to regulatory and coordination at school and government. In
this 21st century connects the internet all over world mathematics
teaching and learning in classroom.
I
am not agree these problem but schools/universities in developing countries
should adopt e-learning technologies to improve teaching and learning
processes. Pedagogical, technical and cost issues should be taken into account
for each specific technology when integrating ICTs in teaching and learning
practices as challenges.
In
this digital era, mathematics teaching and learning at real world problem one
country and another country coordination in online different mathematics
software uses solve the mathematical problem.
A student says “In our teacher only uses GeoGebra software in
mathematics teaching and learning and it is uses limited access to computer.”
After
this interview, I concluded that using geogebra greatly increased students,
motivation and engagement in learning. Students positively to the use of
geogebra: they engaged well with lessons and learning were very good.
In
this regarded ICT National Polices (2015) has ICT skilled human resource
development management, Increasing access to education, Integration of ICT in all aspects of
education, Expansion of access of the Internet to all schools Coordination and
collaboration with national and international institutions to develop skilled
human resources for continuous, relevant and quality education. SSDP
(2016-2023) To Promotion of Industry-Academia Collaboration, Formulation and
implementation of special IT programmes focusing on students, teachers and
schools to develop competent human resources. Development of ICT infrastructure
in education.
According
to (Hohenwarter, 2008) ICT is useful in mathematics for
learning geometry, algebra, calculus at kindergarten to university level. Thus,
ICT is dynamic, easy-to-use tool as well as an interactive mathematics for
learning mathematics in a unique style in which students have engaged in
demonstrations, construction and exploration that are no available through
paper-pencil.
The
use of GeoGebra in geometric construction has proven best strategy in geometry
teaching for better construction and better understanding than traditional
approach in the context of Nepal. The other most important mathematics software
no essential uses in school. However, Analysis of the data revealed that all
participants had positive impressions of using GeoGebra; they seemed very
interested as a group and even expressed enthusiasm.
4.2.1 Access to ICT at Home
For
using ICT in mathematics teaching learning activities we need to invest
required money at first because there required different software for
mathematics and furthermore it need to be update in frequently. In most of the
developing country has economic challenge to use ICT in classroom activities as
same as in Nepal. Mostly mathematics teaching and learning at home more
practice with Internet connectivity, laptop and android phone. Students say, “I
have an android phone but I don’t have laptop at home.”
After
this interview, I concluded that ICT only used school but more practice at home
mathematics teaching and learning. School not provide ICT use maximum time.
Students play own practice in ICT can more enjoyable for learning mathematics.
However,
recent figures from the Nepal Telecom Authority
show that around 24 per cent of Nepal’s now have access to some form of
internet connection. The students mostly ICT used in mobile phones. ICT has
already encompassed the world of mass media. ICT has been provide as one of the
important tools for mathematics teaching and learning at home education system.
Student used easily practice in home.
Conclusion
In
Nepal, the initiation for ICT in school education is progressing. The
government has prepared a 5 years Master Plan (2013-17) to integrate ICT in
school education. This demonstrates the commitment on the part of the
government. Until now, the program is not in a stable position .ICT provide
great opportunity for schools/universities in developing countries to improve
their teaching and learning processes. So far, most of the schools/universities
in developing countries possess basic ICT infrastructure such as internet,
computers, video, audio, and mobile technology facilities that form the basis
for the establishment of E-Learning.
In
pre-service teacher education programs, ICT has been an elective subject but
the products will be knowledgeable in all aspects of integrating ICT in
education in general and classroom in particular. Nepal can do a lot if it gets
support from the educational donor partners for some years to come at least for
the period of this first ICT MP 2013-2017.Information and communication
technologies in education refer to teaching and learning of subject matter that
enables understanding the functions and effective use of information and communication
technologies (ICT). In this digital era, ICT use in the classroom is important
for giving students opportunities to Learn and apply the required 21st century
skills.
Therefore,
before implementing the ICT familiar curriculum in school to university level,
the Ministry of Education Nepal, Curriculum Development Centre and other
related sectors need to think for removing the challenges that we are facing.
We think at first the Ministry of Education need to make and implement the
suitable policies, aware programs, training programs etc. related to ICT and
also local educational sectors are also require to actively involve for develop
and implement the ICT familiar curriculum in each educational level.
References
GON. (2015). ICT National Policies.
Kathmandu: Government of Nepal.
Hohenwarter, M. (2008). E-learning: Concepts,
Issues, Application, Evaluation. Austria: Riyadh:Dar Alsolatech
Publication.
Keong, C. C., Horain, S., & Daniel, J. (2005). A
study on the use of ICT in mathematics teaching. Online Journal of
Educational Technology, 4(7), 25-27.
MOE. (2013). ICT Master Plan(2013-2017).
Kathmandu: Ministry of Education, Government of Nepal.
MOE. (2016). School Sector Development
Program(2016-2023). Kathmandu: Ministry of Education, Government of
Nepal.
Moila, M. M. (2006). The use of educational
technology in mathe matics teaching and learning: An investigation of south
african secondary school. Eurasia Journal of mathematics, Science and
Technologyy Education, 37(3), 72-75.
Appendices
Appendix- A: Teacher’s Interview Guideline
Name of the teacher:
School Name:
School Address:
School Phone No. :
1. How
many computers, Laptop, desktop and Projector does your school have for
mathematics teaching and learnings?
.............................………………………………………………………………………
2 2. How
do you ICT (Computer, Laptop and Projector) and Internet in your classes?
………………………………………………………………………………………….
……………………………………………………………………………………………
Appendix- B: Student’s Interview Guideline
Name of the Student:
School Name:
School Address:
School Phone No. :
1. Do
you have a computer, laptop, desktop and android phone available at home?
………………………………………………………………………………………………
2. Your
mathematics teacher used GeoGebra, Mathematica, MatLab and others mathematics
software in teaching and learning?
………………………………………………………………………………………………
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