PERCEPTIONS OF MATHEMATICS TEACHERS ABOUT ICT INTEGRATION IN TEACHING MATHEMATICS IN SELECTED SECONDARY SCHOOLS
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PERCEPTIONS
OF MATHEMATICS TEACHERS ABOUT ICT INTEGRATION IN TEACHING MATHEMATICS IN
SELECTED SECONDARY SCHOOLS
ABSTRACT
This
research explored prospective teachers’ perceptions of integrating information
communication technologies (ICTs) into mathematics instruction and how their
perception relates to their willingness to integrate technology. To this end, a
survey of 120 prospective teachers in secondary schools in Ifako Ijaye Local
Government Area of Lagos State was conducted. The survey provided data
concerning their perception of the usefulness of ICT in mathematics
instruction, their willingness to integrate ICT tools and their self-perceived
readiness to integrate ICT in their instructional practice. The reliability
scales (Cronbach’s Alpha values) for the survey instrument was 0.726. The analysis
of data included descriptive statistics and correlation between prospective
teachers’ perceived importance of technology and reported levels of willingness
to integrate ICT. Results revealed relatively positive perception (M=3.85,
SD=0.38) and willingness to Integrate ICT (M=3.62, SD=0.40). A significant
positive correlation (r = 0.534, p = 0.000) was found between the perception of
prospective teachers and their wiliness to use ICT in their instructional
practice. The Curriculum and Research Development Department of the Federal and
States Ministry of Education must as a matter of necessity re-examine the
mathematics curriculum and revise the existing syllabus to explicitly state
what ICT tools must be used and how it should be used in the teaching and learning
process. This will enable teachers who have positive perception about the
usefulness of ICT to take advantage of the provisions made in the curriculum to
integrate ICT in their instruction.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The impact
of information and communication technology (ICT) on teaching and learning has
become the focus of many studies intended to improve the quality of education.
Until recently, the primary teaching resources available to teachers were the
books in libraries. However, ICT has provided a new kind of support for
instruction through the development of facilities that supports the teaching
and learning process. The adoption of ICT into educational institutions has
significantly changed the speed of production, use and distribution of
Knowledge. In this regard, the Government of Nigeria has placed high emphasis
on ICT as a means of improving governance, accountability and transparency for
the development of human resource potentials and strengthening national unity
through education (Federal Ministry of Education, 2003, 2005). Consistent with
the Government goal of implementing ICT in the educational system, in 2007
there was a new educational reform in Nigeria which placed high emphasis on the
integration of ICT tools in all subject areas. In the pre-tertiary
institutions, ICT was made a core subject which every student must pass as a
requirement for admission into tertiary institutions. Additionally, the new
curriculum emphasized on the use of ICT tools in the teaching and learning
process. For instance the new syllabus for Mathematics at the Senior High
School level encourage teachers to use spreadsheet software in teaching
students how to draw graphs, calculate mean, mode, median and standard deviation
(Federal Ministry of Science and Technology, 2007).
A number of
studies have revealed that integrating ICT in Mathematics instruction have the
potential to make learning effective and interesting towards improving student
learning outcomes by providing opportunities for students to develop skills
that will empower them in this modern society (e.g. Kumar, 2008; Forgasz and
Prince, 2004; Fitzallen, 2007; Gill and Dalgarno, 2008). The standards of the
National Council of Teachers of Mathematics (NCTM) stresses that, technology
can facilitate Mathematical problem solving, communication, reasoning, and
proof; moreover, technology can provide students with opportunities to explore
different representations of mathematical ideas and support them in making
connections both within and outside of Mathematics (NCTM, 2000). Students can
use technology to explore and reach an understanding of mathematical concepts
because technology allows students to focus on strategies and interpretations
of answers rather than spend time on tedious computational calculations
(UNESCO, 2005).
Regardless
of the apparent advantages of ICT integration in Mathematics instruction which
has been confirmed by many studies (eg. NCTM, 2000; Forgasz and Prince, 2004;
UNESCO, 2005; Kumar, 2008), the deployment and use of ICT in Nigerian school
contexts remains problematic. The common explanation for the lack of ICT
integration in the instructional process is the varying levels of resistance by
teachers to use ICT tools. Olson (2000), for instance indicated that teachers
labels ICT as a ‘Trojan Horse’ and asks why they should abandon the safety and
comfort of recognised subject pedagogy for the uncertainties and complexities
that surround the use of ICT. Obviously, teachers’ perception about ICT integration
plays a significant role in their use or nonuse of ICT in the instructional
process. An earlier study by Grabe and Grabe (1998) reported a situation in
which computers were not used effectively in teaching practice, due in part to
teachers’ perception and fears regarding relatively new technologies. Thus,
without knowledge of teachers’ and prospective teachers’ perceptions and future
plans for using ICT in education, any potential innovations in this area may be
deficient (Can and Cagiltay, 2006).
1.2 Statement of the Problem
There has
been significant effort by government of Nigeria in the introduction of ICT in
teacher education in terms of curriculum and infrastructure at the Colleges of
Education and University level (Federal Ministry of Education, 2009). The goal
is to train technologically competent graduate teachers who will be able to
integrate ICT in their future instructional practice. However, even though 87%
of second cycle institutions in Nigeria are well equipped with ICT facilities
(Federal Ministry of Education, 2009) statistics indicate that majority of
trained Mathematics teachers in Nigeria are not integrating ICT in their
instruction (MOE, 2009; Mereku et al, 2009). Even though there appears to be no
single factor that determines why Mathematics teachers are not using ICT in
their teaching, there is widespread agreement that their perception plays a
significant role (Lai, 2001; Can, 2006)
The
relationship between teachers’ ICT skills and successful implementation is
complex because, there are a range of contributing issues including teacher
perception and intention in addition to having the necessary skills, equipment,
support, and education (Granger, 2002). Consequently, in spite of the
increasing levels of teachers knowledge in ICT over the years and the obvious
benefits of ICT integration in Mathematics instruction, studies have
continually shown that, many Mathematics teachers who are ICT literate do not
integrate ICT tools in their teaching (e.g. So, 2006 ; Lua, 2008).
Studies on
teachers’ readiness for ICT integration generally suggest that there is still a
long way to go before schools will be able to take full advantage of the
opportunities provided by 21st century technology (e.g. So and Swatman, 2006).
Barak (2006) reveals that teachers exploit ICT for their own learning but they
are cautious about integrating advanced technologies in their instruction.
According to Barak, while teachers recognize the potential of technology in
stimulating students’ learning and making school studies relevant to real-life
contexts, they do not think that ICT is preferable for class-based instruction
or for promoting cooperation and reflection in learning. Clearly, the
perception of teachers especially prospective teachers are critical to the
success or failure of ICT integrating in the teaching and learning process
(Can, 2006).Teachers tend to use technology in ways shaped by their own
personal perspectives on the curriculum and on their pedagogical practices
(Lai, 2001). Therefore it would be unwise to suggest integrating ICT into
classrooms before more fully investigating teachers’ (particularly prospective
teachers) perceptions about ICT integration.
1.3 Purpose of the Study
The purpose
of this study was to investigate prospective teachers’ perception about ICT integration
and their future plans for using ICT in their teaching. The focus of this study
on prospective teachers’ perceptions is significant, because in order to
estimate the possibility of change regarding the use of computers in classroom
instruction, it is very important to understand the current perceptions of
future teachers who are expected to be the agent of change in relation to ICT
integration.
This study
specifically investigated:
§ The perceptions of prospective Mathematics
teachers regarding the use of ICT in the teaching and learning process
§ Prospective Mathematics teachers’ future
plans for using of ICT in the teaching and learning environment that they will
design in future.
1.4 Significance of the Study
This study
is set out to achieve the following objectives:
§ To investigate the perception of prospective
Mathematics teacher regarding the use of ICT.
§ To access the level of implementation of ICT
in most schools in Lagos State
§ To find out the future direction of the development
in ICT in secondary schools in Lagos state.
§ To find out how effective the use of ICT
tools for student of all abilities
1.5 Research Questions
1. Does integration of ICT is academically
useful in promoting students’ enthusiasm about Mathematics?
2. Does integration of ICT is useful in
providing suitable learning environments that appeal to a variety of learning
styles of students?
3. Does integration of ICT is helpful in
promoting cooperative work among students?
4. Does integration of ICT is supportive in
providing suitable learning environments that appeal to a variety of learning
styles of students?
5. Does integration of ICT is useful in
helping students to acquire the basic computer education needed for their
future careers?
1.6 Research Hypotheses
1. Ho:
Integration of ICT is academically not useful in promoting students’
enthusiasm about Mathematics?
2. Ho:
Integration of ICT is not useful in helping students to acquire the
basic computer education needed for their future careers?
1.7 Scope of the Study
The scope of
the study covers all Mathematics teachers in Lagos state with much emphasis on
Ifako-Ijaye Local Government Area of Lagos state as regard their (Mathematics
teacher) perception about ICT integration in teaching Mathematics.
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