Abstract
Indonesia, like many other countries, see Information and Communication Technology (ICT) as a potential tool for enhancing the quality of education. However, there is a lack of research examining Indonesian secondary mathematics teachers’ knowledge in the integration of ICT. In this study, we aimed to investigate Indonesian secondary teachers’ knowledge in the use of ICT in secondary mathematics classrooms. The study employed a quantitative method with a cross-sectional survey approach. It was conducted in one of Indonesia’s provinces where the data were collected from 341 secondary mathematics teachers through a questionnaire survey. The findings suggest that, to a large extent, Indonesian secondary mathematics teachers have a largely inadequate knowledge of ICT and knowledge of ICT use in teaching. Based on the findings, we argue that it is crucial to improve Indonesian teachers’ knowledge of both aspects, and more training courses for teachers’ knowledge development are needed.
Highlights
Like many other countries in the world, the current secondary mathematics curriculum in Indonesia emphasises the use of Information and Communication Technology (ICT) in the practice of teaching and learning
The instrument of teachers’ knowledge of ICT use in teaching consisted of technological content knowledge (TCK), technology pedagogical knowledge (TPK) and Technological Pedagogical Content Knowledge (TPCK), which we reframed as: ICT-Content Knowledge (ICT-CK), ICT-Pedagogical Knowledge (ICT-PK) and ICT-Pedagogical Content Knowledge (ICT-PCK)
For this type of software, the results showed that participants’ knowledge of Dynamic Mathematics Software and Dynamic Geometry Software were higher than their knowledge of Computer Algebra System and Statistical Software
Summary
Like many other countries in the world, the current secondary mathematics curriculum in Indonesia emphasises the use of ICT in the practice of teaching and learning. The Indonesian government implemented a reformed curriculum in 1984 which signalled the first attempted policy directive to integrate modern technologies into mathematics classrooms (Mailizar, Manahel and Fan, 2014). It was an example of the government’s efforts to strengthen mathematics education in the country This explains that the integration of modern technology in teaching and learning has been a feature of the Indonesian mathematics curriculum for quite a long time
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