Teaching and Learning with Technology: Ramification of ICT Integration in Mathematics Education

Marvelino Manipol Niem,Rizza Untalan Veriña Veriña Veriñ,Emil Castillo Alcantara

doi:10.46517/seamej.v10i1.83

Abstract

The study was undertaken to determine the extent of integration of Information and Communication Technology (ICT) to Mathematics teaching and learning processes among Junior and Senior High School teachers in the Division of Tanauan City. Further, the research also identified various challenges encountered in ICT-based teaching and learning Mathematics. This study used mixed method of research to obtain the necessary data in the conduct of this research. Specifically, the researchers used survey questionnaire, interview, and focus group discussion with the 77 junior and senior high school Mathematics teachers from the division of Tanauan City. The actual number of respondents was determined using Raosoft sample size determination at five percent margin of error and used stratified random sampling. The Weighted Mean, Frequency Distribution, Percentage, Mean, Standard Deviation, and T-test were the statistical tools used to analyze the data gathered. Based on the findings of the study, majority of the respondents were female, bachelor’s graduate, from teachers I to III, 15 years below in the service and not active in the ICT – related seminars attended. Most of the respondents use technology in writing lesson plans, in computing students’ results and, in teaching the lesson through power point presentations. However, due to the lack of resources and little fund from the MOOE, the respondents rarely use telecommunication devices such as cable, satellite, fax-machine etc. to interact with pupils. There is a significant difference between the extent of the use of ICT in teaching and learning Mathematics and years in teaching. Different challenges like lack of ICT facilities, confidence in the use of ICT and lack of trainings attended were the most commonly identified by the respondents. With the aforementioned, the researchers recommended that Mathematics teachers must be given more opportunities to participate ICT-based seminars and trainings.

Highlights

Technologies as link to new knowledge, resources and high order thinking skills have entered classrooms and schools worldwide
In the study of Mishra and Koehler (2006) TPACK framework, which focuses on technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), offers a productive approach to many of the dilemmas that teachers face in implementing educational technology in their classrooms
Due to Information and Communication Technology (ICT)’s importance in mathematics education, the researchers felt the need to study the following: (1) to determine the profile variables of the Mathematics teachers in terms of: sex, highest educational attainment, years in teaching, designation and seminars attended about ICT integration; (2) to what extent do the teachers integrate ICT in teaching and learning mathematics; (3) to identify if there are significant differences between the teachers’ integration of ICT-based teaching and learning in mathematics when grouped according to profile variables; and (4) to recognize the challenges encountered by the teachers in ICT-based teaching and learning mathematics

Summary

Introduction

Technologies as link to new knowledge, resources and high order thinking skills have entered classrooms and schools worldwide. In the study of Mishra and Koehler (2006) TPACK framework, which focuses on technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), offers a productive approach to many of the dilemmas that teachers face in implementing educational technology in their classrooms The point of this theory is to understand how to use technology to teach concepts in a way that enhances students learning experiences. Most public schools in the Philippines have no complete ICT facilities like insufficient number of computer units, the unstable internet connection, and the lack of teachers’ skills and knowledge on the proper use of technology which results in poor student and school performance This was seen in the 2003 Trends in International Mathematics and Science Study (TIMMS), the Philippines is among the worst performer among participating countries. Due to ICT’s importance in mathematics education, the researchers felt the need to study the following: (1) to determine the profile variables of the Mathematics teachers in terms of: sex, highest educational attainment, years in teaching, designation and seminars attended about ICT integration; (2) to what extent do the teachers integrate ICT in teaching and learning mathematics; (3) to identify if there are significant differences between the teachers’ integration of ICT-based teaching and learning in mathematics when grouped according to profile variables; and (4) to recognize the challenges encountered by the teachers in ICT-based teaching and learning mathematics

Methodology

Results and Discussion

Conclusion