scholarly journals Examining Pre-Service Mathematics Teachers’ Attitudes Towards Computer Assisted Education

2014 ◽  
Vol 7 (2) ◽  
pp. 212-223 ◽  
Author(s):  
Betül KÜÇÜK ◽  
Tevfik İŞLEYEN ◽  
Demet DENİZ ◽  
Şükrü CANSIZ
Keyword(s):  
Mathematics Teachers ◽  
Computer Assisted ◽  
Teachers Attitudes

scholarly journals Degree of Upper Basic Stage Mathematics Teachers’ Use of Alternative Assessment Strategies and Its Tools in Al-Mafraq Governorate and Their Attitudes Towards Them

2017 ◽  
Vol 9 (2) ◽  
pp. 96
Author(s):  
Awad Mufleh Shihab Alkhazam
Keyword(s):  
Mathematics Teachers ◽  
Alternative Assessment ◽  
Moderate Degree ◽  
Assessment Strategy ◽  
Math Teachers ◽  
Basic Stage ◽  
Performance Based Assessment ◽  
Pencil And Paper ◽  
Teachers Attitudes ◽  
Assessment Strategies

This study aims at identifying the degree of using alternative assessment strategies and its tools by the upper basic stage Math teachers in Mafraq Governorate and revealing their attitudes towards using these strategies. The sample of the study consisted of (180) Math teachers. The researcher adopted two questionnaire for collecting data; the first one consisted of (20) items including the alternative assessment and its tools while the other questionnaire consisted of (30) items addressing the Math teachers’ attitudes towards using the alternative assessment and its tools. The study came up with the following the results: Math teachers’ use of assessment strategies was moderate with a total mean (2.50) and Pencil and Paper strategy came first with a high degree followed respectively by observation strategy with moderate degree, performance based assessment strategy with moderate degree and reflection assessment strategy with low degree. Results also showed that the Math teachers’ use of alternative assessment strategies and its tools was moderate with a mean (2.74) and the teachers’ attitudes towards using these strategies were positive. The study recommended using alternative assessment strategies and its tools as one of the basic evaluative competencies of Mathematics teachers.

scholarly journals The Differences between English and Russian Language Teachers' Attitudes towards CALL

2021 ◽  
Vol 8 (10) ◽  
pp. 147
Author(s):  
Ali Asghar Ahmadishokouh ◽  
Fatemeh Samadi
Keyword(s):  
Language Learning ◽  
English Language ◽  
New Technologies ◽  
Russian Language ◽  
Language Teachers ◽  
Computer Assisted ◽  
Use Of Technology ◽  
Significant Difference ◽  
Actual Use ◽  
Teachers Attitudes

Teachers play an important role in the implementation of Computer Assisted Language Learning(CALL) into language classes and their attitudes have proved to be significant predictors of using technology in their classes. In other words, Teachers’ attitudes are considered as a major factor that influences the use of new technologies in the educational settings. Thus, their attitudes toward computer can play an important role in the acceptance and actual use of technology in teaching in general and language teaching in particular. A review of the literature shows many examples of student voice reports, but not enough studies have conducted on teachers’ attitudes towards CALL. This study was an attempt to address the possible differences between the English and Russian language teachers' attitudes towards incorporating CALL  into their teaching professions. To this end a number of 53 English teacher and 52 Russian language teachers participated in the study. They were asked to fill  the  E & L teachers' attitude toward CALL questionnaire.The collected data was analyzed using SPSS 22 through running independent sample T- test. The result indicated that there is a significant difference between English and Russian teachers' attitude towards CALL. Moreover, it was concluded that English language teachers have more positive views towards incorporating CALL into their teaching.

scholarly journals IbM PELATIHAN PEMBELAJARAN MATEMATIKA BERBANTUAN KOMPUTER PADA GURU-GURU SMP DI KECAMATAN TOMOHON TENGAH

2019 ◽  
Vol 1 (4) ◽  
Author(s):  
Derel Filandy Kaunang
Keyword(s):  
Mathematics Teachers ◽  
Junior High School ◽  
Mathematics Learning ◽  
Geometric Transformation ◽  
Computer Assisted ◽  
High School Mathematics ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Perceived Benefit ◽  
The Right

In mathematics learning using compurter is needed. Computer-Assisted Mathematics is considered necessary in helping students to understand the lessons. Usingcomputers as a medium let the students understand the materials given,of course requires the role of teachers. Therefore it is necessary to conduct training for teachers with the aim of guiding the teachers to implement the learning process in assistance of computers to understand the materials that are difficult for students.The targets of this activity are: (1) To obtain the description of the quality of junior mathematics teachers in Computer-Assisted Mathematics (2) To increase students' interest in learning mathematics and students' understanding of the correct mathematical concepts related to materials which are abstract (3) To increase the use of Computer-Assisted media in learning mathematics. The targets of this activity are junior high school mathematics teachers in the district of Central Tomohon.Based on the results of observation and evaluation on the implementation of this activity, ofthe computer-assisted mathematics training obtained the following results: First, teachers have high enthusiasm in learning about thecomputer-assisted mathematics. Second, teachers can use computer aids in the form of mathematical software such as: (1) Geometer's Sketchpad in teachinggeometry,that is to draw the right kind of triangle and prove Pythagoras theorem. (2) Geogebra in teaching geometric transformation (reflection, rotation, dilation) and seeking solutions of SPLDV and SPTLDV. (3) Yenka to teach the matters of mathematical models. (4) Macromedia Flash products inlearningmathematics especially about planes. Overall, computer-assisted mathematics training activities, in the form of utilizing mathematics softwares, provides satisfaction for the participants. In addition, the highly perceived benefit is that teachers can use the software that has been studied in computer-assisted mathematics training to facilitate the students in understanding the concept of mathematics appropriately. Keywords: Workshops, Computer-Assisted Mathematics

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