ANALYSIS OF MATHEMATICS TEACHERS’ BEHAVIOR AND COMPETENCE LEVEL TOWARDS INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION
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, 2018). 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 importance of new technologies.
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.
The term “information and communications technology” refers to computer-based tools used by humans to assist with an organization’s information and communication processing needs. It includes computer hardware and software, as well as the network.
Other digital devices that convert information (text, sound, motion, etc.) into digital form include video, audio, and cameras. Its scope includes the internet as well. 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 have confidence in their ability to successfully use information and communication technology (ICT) in their classrooms.
The mere presence of information and communication technology in educational settings does not guarantee its effective use. The most important factor in determining how effectively students learn is the teacher. Students learn to use the tools available in the classroom, regardless of the quantity or quality of technology installed. 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. The evaluation of an activity’s effects, both positive and negative, determines an individual’s attitude toward that action. This evaluation results in the formation of attitudes. According to a proverb, one’s attitude determines one’s level of success. According to research, there are strong links and affinities between mathematical attitudes. teachers’ use of information and communication technology (ICT). More computer expertise was associated with more favorable attitudes toward computers. [As an example:] [As an example:] 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, 2021). According to available research, one of the most significant reasons that mathematics educators do not use technology in their classrooms is a lack of training and expertise. as a result of
This is because math 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, 2003).
By incorporating technology into teacher education, it is possible to improve the attitudes of both pre-service and in-service mathematics instructors toward the use of computers and other technological abilities. The findings show that there is a significant relationship between computer attitude and its use in institutions for both pre-service and serving mathematics teachers. This connection exists in terms of affective attitude, general usefulness, behavioral control, and computer pedagogical use (Yuen & Ma, 2022). The way a person feels about
The use of a computer in the future is significant. According to the findings of Lee’s (2019) research, 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, 2020)
In Sub-Saharan Africa, there is a gender gap in education, and the majority of children 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, 2021). However, Kirkpatrick and Cuban (2018) discovered that when male and female students had the same number and types of computer experiences, male and female students’ success scores and attitudes were comparable across all educational levels. Many studies have found that women have a lower level of interest in computers and use them less frequently in their leisure time (Schaumburg, 2022). Furthermore, studies have shown that girls are less confident than boys in their ability to use computers, and some international studies have found that boys scored higher than girls in the vast majority of countries in computer-related knowledge and skills. According to studies, girls are less likely than boys to be interested in using computers. Additionally, computer scientists, computer engineers, and system analysts, as well as computer science and engineering, are the most popular career options for men (Derbyshire, 2021). Females are also more negative about computers. (Bebetsos & Antoniou, 2018), and as a result, they are often less computer literate than males (Schaumburg, 2022), and this may result in different ways of using the computer. [Citation required] [Citation required] Females are also more negative about computers (Bebetsos & Antoniou, 2018). According to the findings of Sefyrin (2017)’s research, competency in information and communications technology (ICT) may be interpreted as an issue of interest in ICT. According to the study, men are more interested in ICT than women. As a result, the research findings supported the idea that gender and competence are actively produced in a social process. This is due to the fact that individuals within
The groups studied negotiated their own interpretations of the words being studied, and these interpretations were then used as standards by which individuals perceived themselves and their activities.
Serving and student-mathematics instructors must be well-versed in the use of information and communications technology (ICT), as well as be able to critically evaluate techniques for the acquisition and proper application of ICT in a variety of subject areas (Robbin, 2018). Kirschner and Woperies (2021) 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 involving 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 involving the use of information and communication technology; and the understanding of the policy dimensions of information and communication technology use. 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 ICT applications and the social implications of those applications (Robbins, 2018). Marija and I feel the same way. Palmira (2022) classified ICT skills into two types: fundamental and instructional. The United Nations Educational, Scientific, and Cultural Organization developed the International Communication and Information Technology Competency Standards for Mathematics Teachers (UNESCO). These standards go into greater depth about these competencies (UNESCO, 2008a, 2008b). 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.
Innovative use of information and communication technology (ICT) for teaching, collaboration, and school organization.
According to Lee (2019), a large number of pre-service mathematics teachers lack even the most basic computer operational skills. As a result, in order for mathematics teachers to be able to incorporate 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 THE PROBLEM’S STATEMENT
According to several studies, there is a significant difference between the formulation policy and its implementation in Nigerian schools in relation to computer instruction in Nigerian schools (Jegede & Owolabi, 2019). In terms of information and communication technology used in the Nigerian healthcare system, mobile phones and the internet are the only technologies available in the country’s hospitals, and only to a limited extent (Idowu, Ogunbodede, & Idowu, 2021). In terms of mathematics teachers’ competence, Yusuf (2018) discovered that mathematics teachers in Nigerian secondary schools are not proficient in basic computer operation and the use of generic software. Despite this, mathematics teachers in Nigerian secondary schools are enthusiastic about using computers in the classroom (Yusuf, 2018). These statistics show that there is a low Despite the positive attitudes of mathematics instructors, there is a low level of ICT penetration in Nigeria’s educational system. 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, 2019). gaining comprehension of
the attitudes and levels of expertise held by mathematics educators regarding the use of information and communication technologies in educational settings.
1.3 THE STUDY’S OBJECTIVE
The primary goal of this research is to examine mathematics teachers’ attitudes and levels of competence toward information and communication technology in the classroom. The current study specifically investigated:
1. To investigate mathematics teachers’ attitudes toward the use of ICT in education.
2. Determine the level of competence of mathematics teachers in the use of ICT in education.
3. To assess mathematics teachers’ readiness to use ICT in the classroom.
1.4 QUESTIONS FOR RESEARCH
The study will be guided by the following research questions:
1.Does mathematics teachers’ behavior toward the use of ICT in education?
2.
Is the level of competence of mathematics teachers in the use of ICT in education?
3. Do mathematics teachers receive training in the use of ICT in the classroom?
1.5 THE IMPORTANCE OF THE STUDY
The study will be significant to the government and teachers because it will highlight the need for periodic teacher training in order for teachers to keep up with the advancements in the use of ICT.
The study will be important to the academic community because it will add to the existing literature.
1.6 STUDY OBJECTIVES
This study will look at how mathematics teachers react to the use of ICT in the classroom. The study will also determine the level of competence of mathematics teachers in the use of ICT.
in school. Finally, the study will assess mathematics teachers’ readiness to use ICT in the classroom. As a result, the study will be limited to Benue State.
1.7 Limitations of the research
As with any other research, the researcher encountered constraints in the cause of this study, including a lack of needed accurate materials on the topic under study and an inability to obtain data. The researcher faced financial constraints in obtaining relevant materials as well as printing and collating questionnaires. Furthermore, time is a constraint because the researcher must shuttle between writing the research and engaging in other academic work, which makes the researcher uncomfortable.
1.8 TERMS AND CONDITIONS
BEHAVIOR: This refers to a person’s way of thinking.
as well as acting. It could be either positive or negative.
COMPETENCE is the ability to do something well or effectively based on one’s skill or knowledge.
ICT stands for Information and Communication Technology.
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