ICT research bursaries : a compendium of research reports a report on the ICT Research Bursaries 2002–03

An assessment of the ways in which teachers evaluate software, Bridging the gap: ICT in the transition year, Colouring outside the lines: research into the potential of using new digital technologies to increase home-school interactivity in a conductive education environment, The development and use of a computer-based model for assessing thinking skills, The Hedley Walter High School: cultural change in learning through the use of new technologies, ICT and subject literacies: a study of the relationship between ICT and subject literacies in the secondary school, An investigation into the visual and kinaesthetic affordances of interactive whiteboards, Making IT happen: patterns of ICT use among a group of UK school staff, Networking success: an investigation of the effectiveness of the Birmingham Grid for Learning's ICT Research Network, The Ripple Project: the whole school impact of conducting learner-centred ICT projects in infant classrooms, The use of interactive whiteboards in the primary school: effects on pedagogy, Video conferencing in the mathematics lesson, Trainee teachers and 'impact' learning: A study of trainees' views on what helps them to use ICT effectively in their subject teaching, An investigation of how different ways of presenting information using ICT may affect children's thinking, New Opportunities Funding: Did it work? A follow-up to NOF training, The HomE-Work Project, e-Learning in broadband-connected classrooms, Digital video and bilingual children with special educational needs: Supporting literacy activities, Sustainability and evolution of ICT-supported classroom practice, The impact of prior technological experiences on children's ability to use play as a medium for developing capability with new ICT tools, How can the use of an interactive whiteboard enhance the nature of teaching and learning in secondary mathematics and modern foreign languages?, Already at a disadvantage? ICT in the home and children's preparation for primary school, The impact of technology on children with physical disabilities: an evaluative case study at a special school in the West Midlands, Bedding in: factors that facilitate implementation and integration of ICT in classroom practice, Developing a networked learning community with ICT - learning the hard way, Exploring the elements that make an effective web-based science lesso

Students\u27 and teachers\u27 use of ICT in primary mathematics

This paper reports on the findings of a research project that investigated the use of Information and Communication Technologies (ICT) in Primary mathematics in an urban and rural network. Surveys and semi structured interviews were held to obtain insight into teachers’ and students’ perceptions and attitudes towards the usage of ICT in the teaching and learning of mathematics. The presentation will highlight the findings and include a discussion on the types of ICT that students use in and out of school to learn mathematics

Sikap dan tahap penguasaan ICT dalam kalangan guru-guru matematik di Sekolah Jenis Kebangsaan Tamil di Kedah

Using ICT in teaching mathematics is deemed appropriate within the needs of today's mathematics education. ICT can influence teachers' teaching approaches and also pupils' learning of mathematics. Nevertheless, the question is how competent are mathematic teachers with regards to using ICT and what are their attitude and level of ICT competence in using ICT in their mathematics lessons? This study was conducted to survey the attitude and level of ICT competence among Tamil primary school mathematics teachers. This study also surveyed the constraints these teachers are facing in using ICT in their lessons. A total of 60 respondents, comprising of mathematics teachers from six primary schools in Kedah, were involved in this study. The analysis using Pearson correlation coefficient indicates that there is a significant relationship between the level of ICT competence and attitude of mathematics teachers towards using ICT in mathematics lesson

Mathematics teachers’ levels of technological pedagogical content knowledge and information and communication technology integration barriers

Abstract: Many mathematics teachers struggle to effectively integrate information and communication technology (ICT) in their teaching and need continuous professional development programmes to improve their technological pedagogical content knowledge (TPACK). This article aims to identify mathematics teachers’ levels of TPACK and barriers to integrating ICT as a means to inform their continuous professional development needs. The TPACK framework of Mishra and Koehler was used as a lens for this the study. Both quantitative and qualitative research methods were utilised. Ninety-three mathematics teachers, who completed a quantitative questionnaire, reported higher levels of content, pedagogical, and pedagogical content knowledge, with comparatively lower levels of technology, technological pedagogical, and technological content knowledge. Ten of these participants also participated in semi-structured interviews and revealed six primary barriers to integrating ICT in the classroom, namely curriculum-related time constraints, technological infrastructure, impact of ICT use on the learning process, ineffective professional development, teachers’ pedagogical beliefs and poor leadership. Continuous professional development programmes addressing specific ICTintegration barriers can effect significant changes in teachers’ TPACK, which may promote better teaching and learning of mathematics

Information Technology and Student Achievement: Evidence from a Randomized Experiment in Ecuador

This paper studies the effects of information and communication technologies (ICT) in the school environment on educational achievement. To quantify these effects, the impact is evaluated of a project run by the municipality of Guayaquil, Ecuador, which provides computer-aided instruction in mathematics and language to students in primary schools. Using an experimental design, it is found that the program had a positive impact on mathematics test scores (about 0.30 of a standard deviation) and a negative but statistically insignificant effect on language test scores. The impact is heterogeneous and is much larger for those students at the top of the achievement distribution.Information and communications technology, Education, Experimental design, Ecuador

Influence of Teachers’ Characteristics on Their Attitude Towards the Integration of ICT in Mathematics Instruction in Primary Schools Mathematics Instruction in Nakuru East Sub-County – Kenya

There is pressure placed on the Government of Kenya and the private sectors in the country to strive and compete in the digital world in their operations.  In particular, the use of Information Communication Technology (ICT) in institutional operations in Kenya is significant, especially in the education sector. Teachers’ lack of ICT skills is the main challenge to integration of ICT in the instructional processes in schools. This study sought to find out whether teachers characteristics influence their attitude towards ICT integration in their classroom practice. Teachers’ characteristics entailed qualification and teachers’ computer competencies, experiences and computer training. The study investigated the influence of teachers’ characteristics on their attitude towards integration of ICT in primary school mathematics instruction in Nakuru Town East Sub-county of Nakuru County, Kenya. In the study, a Correlational research design was applied. A total of 1364 primary school teachers in Nakuru Town East Sub-County, was the target population in the study. The accessible population were all the mathematics teachers from the public primary schools from which a sample size of 140 participated in the study. Simple random sampling was used to select five divisions and proportionate stratified sampling was used to select participating schools and teachers in the study. The head teachers in the participating schools were selected purposefully as part of the teachers to provide information about ICT resources. The data was collected using a self-report questionnaire. The experts in the department of curriculum Instruction and Educational Management validated the instrument. The tool was pilot tested in schools in the neighboring county which had similar characteristics as the study are. The reliability of the research instrument was found to be 0.906 which was within acceptable threshold for social science research. Descriptive (frequency distributions, means, and percentages) and inferential statistics (correlation and regression analysis) were used to analyze the collected data with the help of SPSS program version 26. The hypothesis was tested at 0.05 Alpha (α) level of significance.  The study established the existence of a strong statistically significant positive relationship (r = 0.879, p < 0.05) between teacher characteristics and attitude towards the integration of ICT in mathematics instruction. The study established that teacher characteristics (Teaching experience, qualification, and ICT training) were strong predictors of teacher attitude towards integration of ICT in mathematics instruction (b = 0.155, p < 0.05, b = 0.247, p < 0.05 and b = 0.465, p < 0.05) respectively. The findings may help in informing policymakers and teacher trainers to include ICT in both on the job and out of job teacher training programs. Keywords: Attitude, Information Communication Technology, teacher characteristics and integration of ICT, and mathematics instruction DOI: 10.7176/JEP/11-36-11 Publication date: December 31st 202

Empirical Assessment on Mathematics and Sciences’ Understanding Among Physically Challenged Pupils Using Information and Communication Technology

This work is an empirical assessment of the physically challenged students (deaf) in mathematics with a view of recognition and reintegration the brains among them back to the technological world view. The research design for the study is a quasi- experimental research design with experimental and control group. The sample for the study and Science consisted of 40 primary IV deaf pupils selected by strategically purposive sampling techniques from special school (of deaf) for the study. The instrument used for the study is Mathematics Achievement Test. The instructional package used was a comprehensive lesson plan on two major topics in Mathematics (Algebra and construction) with Visualized Instructional Package (VIP) anchored by a trained special Mathematics teacher. Finding revealed that the introduction of ICT and imagery in the teaching of the special pupils enhanced academic performance of physically challenged in mathematics Suggestions were made to stakeholders on the need to embrace ICT in the teaching of the special pupils in Mathematics

Using ICT in applications of primary school mathematics

Apart from easing some of the computational burden, an attraction of ICT for mathematics education is that we may have new opportunities for pupils to learn and teachers to teach. This chapter describes examples of technologies likely to be appropriate for primary school use in Singapore, and analyses some of their potential for applications of mathematics in particular. Calculators are important because they are the most likely to be affordable and available, and have now been sanctioned for use in Singapore schools for Primary 5 and Primary 6. Computer software with particular strengths is acknowledged, including general purpose software and Tinkerplots, an innovative software package for statistics, aimed at pupils in the middle years. The Internet offers considerable potential for mathematics education and seems likely to continue to grow in significance in Singapore. Some ways in which the Internet might support increased attention to applications of mathematics are identified, including access to data analysis tools, simulation devices and examples of applications

DIFFERENT ENTRY PATHS OF FIRST YEAR COLLEGE STUDENTS AND ASSESSMENT OF THEIR PREVIOUS KNOWLEDGE IN MATHEMATICS AND ICT-CONCLUSIONS OF A SURVEY

The primary focus of this study is to examine the different entry paths and the disparities in Mathematics and ICT acquired knowledge of first year students of the Budapest Business School Faculty of Commerce Catering and Tourism. The findings of this research are mostly derived from a survey, with the goal of utilising these in different aspects of the course delivery. Due to the high profile of Mathematics and ICT, the study has also raised opportunities for comparison with other departments and organisations. The following findings have been established through conducting the survey: Since it is possible to gain entrance to the college without actually sitting an entrance exam, purely through doubling the points acquired in secondary school, some students, who do sit the centralised exams and get relatively good results do not manage to get a place on the most popular courses; The ratio of students with a secondary or vocational background is comparatively low; the mathematics grades gained in secondary schools tend to give an unreliable picture in the case of most students; Their ICT knowledge is at a sufficient level and their computer and internet access is slightly better