Abstract
The Indonesian secondary school mathematics curriculum advocates the use of technology in teaching and learning of mathematics. The previous studies paid less attention to what type of digital tools that the teachers used and how they integrated them in the mathematics teaching. This study aimed at investigating Indonesian secondary school mathematics teachers' instructional practices in the integration of digital technology in classrooms and examined differences in teachers' instructional practice according to their background. It employed a quantitative approach whereby were collected through a questionnaire survey. The data were gathered from 341 mathematics teachers in 93 secondary schools. This study suggested that the integration of digital technology has emerged in Indonesian secondary school mathematics classrooms. However, it was also found that most of the teachers did not use the technology in constructive ways. The result also revealed that female teachers have better instructional practices in the use of digital technology than male teachers. In addition, teachers' levels of education play an important role on their instructional practices with digital technologies. This study suggests that it needs a radical improvement of the integration of technology in Indonesian secondary school mathematics classrooms in order to achieve the curriculum objective. Therefore, further research and development on this issue is needed in the country.
Highlights
According to Mailizar, Manahel [1], in 1984, the Indonesian government introduced the first curriculum that stipulated the integration of modern technologies into teaching and learning of mathematics
The results showed that 67.7% of the participants had at least once used digital technology in their mathematics classrooms
This study investigated Indonesian secondary school mathematics teachers’ instructional practices in the integration of digital technology in teaching and learning of mathematics and examined differences in their practices according to demographic background
Summary
According to Mailizar, Manahel [1], in 1984, the Indonesian government introduced the first curriculum that stipulated the integration of modern technologies into teaching and learning of mathematics. The Indonesian current curriculum stipulates the integration of digital technology in the teaching and learning process. It is revealed in the curriculum document: “In order to improve the effectiveness of teaching and learning, schools should promote the integration of technology such as computer and other media Previous studies [2, 3] indicate technology integration in the classroom is a complex process and does not depend only on technology-related factors. Technological tools such as computer and tablets, do not direct teachers’ pedagogical approach [4]. This is in line with Hardman [5]
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
