Teacher’s belief and mathematical knowledge contributing ICT literacy in an Indonesian context

Abstract

This paper covers the perception of four mathematics senior school teachers in the Banyumas region, Indonesia, on the factors of contributing to ICT literacy. Two factors of ICT literacy contribution were gained based on the result of a semi-structured qualitative interview. Those were internal factors and external factors. The internal factor is the teacher’s belief, which consist of basic skills, workload, motivation, and the teaching style pattern of the teachers. The external factors are reflected in the teacher’s knowledge factors, such as technological guidance knowledge, technological management knowledge, and technological integrity knowledge. Then, the result of this study indicates that the teacher’s workload and the proficiency of the teacher’s principles can be classified into basic knowledge in the curriculum. In contrast, assessment, teacher motivation, and teaching style patterns can be classified into the teacher’s awareness of understanding ICT in education. Moreover, In the context of technological management knowledge can be classified in organization and administration, technological guidance knowledge is obtained from professional teacher learning, and technological integrity knowledge can be included in integrating technology in pedagogy.