Abstract
The use of ICT tools in mathematics instructions has been proved to have a positive impact on students’ success. However, little is known about the ICT readiness of both teachers and students to incorporate these tools in mathematics teaching-learning process. This study investigates the readiness of teachers and students to integrate ICT in mathematics teaching and learning at a higher education institution in Tanzania. Specifically the study assesses the device, skills and psychological readiness of teachers and students to integrate ICT tools in mathematics instructions. The study employs both qualitative and quantitative methods whereby data are collected through interviews and questionnaires respectively. Seven teachers and 129 bachelor degree students pursuing business studies, form the study population. Descriptive statistics are used to analyze the quantitative data while qualitative data are analyzed through content analysis. Results show that teachers and students have device, skills and psychological readiness to integrate ICT in teaching and learning of mathematics. This is significant as it provides information that will be useful in planning the use of ICT tools to benefit teaching and learning. This study contributes to transfer and diffusion of technology discourses.
Highlights
The use of Information and Communication Technology (ICT) in teaching and learning has brought a new experience for both teachers and students in different countries
Research question - what are the usage patterns of ICT tools for the College of Business Education (CBE) teachers and students? We gathered information about the type of devices used by both teachers and students (Device readiness) and the usage patterns (Skill readiness)
Device readiness was assessed based on the possession of different ICT tools with internet capability and various software by both teachers and students
Summary
The use of Information and Communication Technology (ICT) in teaching and learning has brought a new experience for both teachers and students in different countries. According to Baya'a and Daher[ CITATION Bay13 \l 2057 ], incorporation of ICT tools in mathematics instructions provides teachers with integrative methods that stimulate students’ active and independent learning. According to Agyei and Voogt [ CITATION Agy11 \l 2057 ] the use of ICT tools encourage students to explore and understand mathematical concepts, promote higher order thinking and problem solving skills. These potentials make the use of ICT tools in mathematics teaching and learning a promising practice. This allows the incorporation of their voices into the planning and implementation of ICT to maximize the acceptance of technol ogy [ CITATION Tag14 \l 2057 ]
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