AN INVESTIGATION OF MATHEMATICS TEACHERS’ COMPETENCE AND KNOWLEDGE OF INFORMATION AND COMMUNICATION TECHNOLOGY
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Prior research had identified the potentials of information and communication technology, abbreviated as ICT, to facilitate student learning, improve teaching, and improve institutional administration (Kazu & Yavulzalp, 2020; Kirschner & Woperies, 2019). It is now critical to use information and communication technology as a tool for improving students’ learning as well as the teaching that mathematics instructors provide, and as a catalyst for expanding access to excellent education in both formal and informal settings. Teacher education institutions are attempting to restructure their education programs and classroom facilities in order to capitalize on the potentials of information and communications technology (ICT) to improve teacher education content. This is in recognition of the significance of
The impact that new technologies have had on the workplace and everyday life. School administration and management, the teaching and learning of ICT-related skills for enhancing the presentation of classroom work, the teaching/learning of repetitive tasks, the teaching/learning of intellectual, thinking, and problem-solving skills, and the stimulation of creativity and imagination are all examples of uses of information and communication technology as tools in the school setting (Collis & Moonen, 2020; Derbyshire, 2020; Moursund & Bielefeldt, 2019).
The term “information and communications technology” refers to computer-based tools that humans use to help with information and communication processing requirements.
of an organization. Its responsibilities include computer hardware and software, the network, and other digital devices such as video, audio, and cameras that convert information into digital form (such as text, sound, motion, etc). Morsund and Bielefeldt (2019). The level of knowledge and perspective that mathematics instructors have on the use of contemporary technologies in the classroom is critical to the success of information and communication technologies (ICT) integration into the educational system. As a result, experienced mathematics instructors, newly certified mathematics teachers, and student mathematics teachers must all be confident in their ability to successfully use information and communication technology (ICT) in their classrooms (Kyriakidou, Chrisostomou, & Bank, 2020).
The mere presence of information and communication technology in educational settings is a cause for concern. insufficient to ensure its efficient use. Regardless of the quantity or quality of the technology installed, the teacher is the most important factor in determining how effectively students learn to use the tools provided in the classroom. As a result, mathematics teachers must have both the necessary skills and the appropriate mindset when it comes to technology (Kadel, 2018). The favorable or negative assessment of a particular issue by an individual is referred to as their attitude toward that subject. Analyzing available information on the effects of an activity and providing either a positive or negative assessment of the results is what leads to the formation of attitudes (Ajzen & Fishbein, 2019). According to a proverb, one’s attitude will determine their degree of success. According to research, there are strong links and affinities between mathematics instructors’ attitudes and their use of information and communication technology (ICT). Higher levels of computer expertise were associated with more favorable attitudes toward computers (Dyck & Smither, 2019; Teo, 2018). Students’ high level of confidence in ICT may be explained by the mentality and actions of their math professors. Mathematics instructors’ actions have a significant impact on students’ self-assurance as well as their perspective on ICT because they serve as an important example for their students (Derbyshire, 2020). According to available research, one of the most significant reasons why mathematics educators do not make the grade is that they are not well-prepared.
They use technology in their classrooms because they lack adequate training and expertise. As a result, mathematics professors have a negative attitude toward computers and other forms of technology. Furthermore, mathematics teachers who lack self-confidence are less likely to use computers in their classrooms (Kumar & Kumar, 2017).
Pre-service and in-service teachers may have a more positive attitude toward the importance of computer and technological abilities in the classroom if technology is integrated into mathematics instruction (Zammit, 2019). (Khine, 2017) research has shown that there is a significant relationship between computer attitude and its use in institutions for pre-service mathematics teachers, as well as for serving mathematics teachers, in the areas of affective attitude, general attitude, and use of computers in general.
computer usefulness, behavioral control, and pedagogical use (Yuen & Ma, 2021). The way one feels about using a computer in the future is important. According to Lee’s research findings (2021), one of the most important factors that contribute to success is providing appropriate responses to the trainee’s feelings about using ICT. As a result, it is critical to address the emotional needs of student mathematics instructors, as attitude is a significant predictor of future use of information and communication technology (ICT). Student mathematics instructors have a positive attitude and are enthusiastic about interactive whiteboards as an important component of teaching and learning; as a result, the technology has inspired them to put it to use (Kennewell, & Morgan, 2019)
There is one. In Sub-Saharan Africa, there is a gender gap in education, and children who are not in school, the majority of whom are females, are denied the opportunity to learn anything related to information and communication technology (ICT) at school. The percentage of African women enrolled in science and technology programs is among the lowest in the world at all levels of education. Gender equality does not exist in reality, according to the findings of a study conducted in four African countries, despite the fact that girls are given the same opportunity as boys to use computers in theory (Derbyshire, 2020). However, Kirkpatrick and Cuban (2018) discovered that when female and male students had the same numbers and
Across all educational levels, male and female students’ success rates and attitudes toward computers were comparable.
According to studies, females are less interested in computers and use them less frequently in their leisure time (Schaumburg, 2019). 2019 (Schaumburg). Furthermore, research has shown that females are less confident in their computer abilities than boys, and that in the vast majority of countries, boys outperformed girls in computer-related knowledge and skills. Additionally, computer scientists, computer engineers, and system analysts, as well as computer science and engineering, are the most popular career options for men (Derbyshire, 2020). Females also have a more negative attitude toward computers, according to research. According to Bebetsos and Antoniou (2018), females are often less computer proficient than males; as a result, this may result in different computer usage methods (Jackson, Ervin, Gardner, & Schmitt, 20221). According to the findings of a study conducted by Sefyrin (2018), competence in information and communications technology (ICT) may be viewed as a topic of interest in ICT. According to the study, men are more interested in ICT than women. As a result, the findings validated the concept of gender and competence as actively produced in a social process. This is because people in the investigated groups negotiated their own understandings of the words being researched, and these understandings were then used as standards by which individuals were evaluated. They perceived themselves and their actions. Serving and student-mathematics instructors must be knowledgeable about information and communications technology (ICT) and be able to critically analyze techniques for the acquisition and proper use of ICT in a variety of curriculum subject areas. Kirschner and Woperies (2019) identified the following as the major ICT competencies required of mathematics teachers: the ability to use information and communication technology for personal purposes; the ability to master a variety of educational paradigms that involve the use of information and communication technology; the ability to use information and communication technology as a teaching tool; the ability to master a variety of assessment paradigms that involve the use of information and communication technology; and the ability to understand the policy dimensions of the use of information and communication technology. Pre-service teacher education should emphasize the importance of student-mathematics teachers having ICT skills for their own use in the preparation of materials for teaching and learning activities; the importance of facilitating direct use of ICT in students’ learning activities within the context of the classroom setting; and the importance of mathematics teachers developing in their students a critical awareness of the applications of ICT and the social implications of ICT. Marija and Palmira (2017) classified ICT abilities into two categories: fundamental and instructional ICT competency. The International Communication and Information Technology Competency Standards for Mathematicians were developed by
the Organization for the Promotion of Education, Science, and Culture of the United Nations (UNESCO). These standards go into greater depth about these competencies (UNESCO, 2018a, 2018b). According to these publications, information and communication technology competence encompasses far more topics than a simple focus on ICT abilities. Rather, it is a comprehensive strategy for implementing education reform in the six primary domains of policy, curriculum and assessment, pedagogy, technology use, school structure and administration, and educator continuing education. The UNESCO (2018a, 2018b) standards for mathematics teachers are intended to improve mathematics instructors’ use of information and communication technology (ICT) in innovative ways for teaching, collaboration, and school organization.
According to Lee (2017), a substantial number
of pre-service mathematics teachers lack fundamental computer operational skills. As a result, in order for mathematics teachers to be able to integrate ICT into the school curriculum, pre-service teacher education must lay the groundwork. Teacher educators must have a solid understanding of the many facets of prospective teachers’ attitudes in order to develop a curriculum for teacher education that is appropriate for the modern information era.
1.2 STATEMENT OF THE PROBLEM
According to a number of studies, there is a significant gap between policy formulation and policy implementation in Nigerian schools when it comes to computer instruction (Jegede & Owolabi, 2020). In terms of data and information The only communication technology used in the Nigerian healthcare system is mobile phones and the internet, which are only available to a limited number of patients (Idowu, Ogunbodede, & Idowu, 2021). Despite their positive attitude toward the use of computers in Nigerian secondary schools, mathematics teachers in Nigerian secondary schools are not competent in basic computer operation and the use of generic software, according to Yusuf (2019). Despite the fact that mathematics teachers in Nigerian secondary schools teach students how to use computers, this remains the case (Yusuf, 2019). Despite the fact that mathematics attitudes are positive, these data show that there is a low level of ICT penetration in Nigeria’s educational system.The instructors have been positive. To the detriment of research on pre-service mathematics teachers, many studies on computers and ICT have focused on practicing mathematics instructors in Nigerian secondary schools rather than pre-service teachers. The majority of studies on pre-service mathematics teachers’ attitudes toward ICT were conducted outside of Nigeria; in fact, very few studies on attitude and competence in computer use have focused on academic and non-academic staff at Nigerian higher education institutions. Despite the fact that Nigeria has a large number of higher education institutions, this is the case (Jegede, 2020). Gaining an understanding of mathematics teachers’ attitudes toward the use of information and communication technology (ICT) and their
The perceived levels of competence in this area may provide useful insight into the future of technology integration, acceptance, and utilization in teaching and learning in Nigeria.
1.3 THE STUDY’S OBJECTIVE
The primary goal of this research is to investigate mathematics teachers’ knowledge and competence in information and communication technology. The current study specifically investigated:
i. To assess mathematics teachers’ knowledge of information and communication technology.
ii. Determine the extent to which mathematics teachers apply their ICT knowledge in the classroom.
iii. To investigate the benefits of ICT competence in mathematics teaching and learning.
iv. To assess teachers’ attitudes toward information and communication technology (ICT).
1.4 QUESTIONS FOR RESEARCH
The following research questions will guide the investigation.
study:
i. Do mathematics teachers understand information and communication technology?
ii. To what extent do mathematics teachers apply their knowledge of ICT to the teaching of mathematics?
iii. What are the advantages of ICT proficiency in mathematics teaching and learning?
iv. How do mathematics teachers feel about information and communication technology (ICT)?
1.5 THE IMPORTANCE OF THE STUDY
This study will be significant to the government because it will highlight the need for teachers to receive periodic training in the use of information and communication technology.
Teachers will benefit from the study because knowledge and competence in using information and communication technology will aid in the teaching of mathematics to students.
The research will be of
It will benefit the academic community by adding to the existing literature.
1.6 STUDY OBJECTIVES
This study will look into math teachers’ knowledge of information and communication technology. The study will also determine the extent to which mathematics teachers apply their ICT knowledge in the classroom. The study will look into the advantages of using ICT in mathematics teaching and learning. Finally, the study will assess teachers’ attitudes toward information and communication technology (ICT). As a result, the study will be limited to Akwa Ibom State.
1.7 THE STUDY’S LIMITATIONS
The researchers encountered minor constraints while conducting the study, as with any human endeavor. Inadequate funds tend to impede the researcher’s efficiency in sourcing for
the relevant materials, literature, or information, as well as during the data collection process (internet, questionnaire, and interview), which is why the researcher chose a moderate sample size. Furthermore, the researcher will conduct this study alongside other academic work. As a result, the time spent researching will be reduced.
1.8 TERMS AND CONDITIONS
COMPETENCE is the ability to do something well or effectively based on one’s skill or knowledge.
Knowledge is defined as facts, information, and skills gained through experience or education; theoretical or practical comprehension of a subject.
ICT refers to the use of computers to generate, process, store, retrieve, and exchange various types of electronic data and information.
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