scholarly journals The Use of Technology among School Mathematics Teachers and Students: The New Wave of Recommended Instructions

2020 ◽  
pp. 18-29
Author(s):  
Evans Atteh ◽  
Isaac Assan-Donkoh ◽  
Frank Ayiku ◽  
Emmanuel Nkansah ◽  
Alfred Kofi Adams
Keyword(s):  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Mathematics Learning ◽  
School Mathematics ◽  
New Wave ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers And Students ◽  
Integration Of Ict

People in the early stages were even afraid to touch the computer, but nowadays almost everybody can use the computer and its tools. Integration of ICT in mathematics is not merely using computer for typing and printing questions, searching and delivering lessons via PowerPoint but rather using ICT in teaching various topics in mathematics. Integration of ICT in mathematics education also has a positive impact on mathematics teaching and learning. It is therefore necessary for teachers in mathematics to use technology in teaching, and also to encourage students to use technology in mathematics learning. This will enable the students to better understand the mathematics concept taught. With the teaching and learning of mathematics becoming more and more technology base these days to the younger generations, it is, therefore, crucial to throw more light on the use of technology among school mathematics teachers and students which is the new wave of recommended instructions.

scholarly journals Manajemen kelas dalam pembelajaran matematika di SMA Negeri Yogyakarta

2017 ◽  
Vol 5 (2) ◽  
pp. 189
Author(s):  
Nisak Ruwah Ibnatur Husnul ◽  
Heri Retnawati
Keyword(s):  
High Schools ◽  
Cooperative Learning ◽  
Classroom Management ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Case Study Research ◽  
Learning Mathematics ◽  
Teachers And Students ◽  
Waking Up

Penelitian ini bertujuan untuk mengetahui manajemen kelas yang berupa perencanaan, pengorganisasian, penggerakan/kepemimpinan dan pengevaluasian dari pembelajaran matematika yang dilakukan oleh guru matematika di SMA Negeri Yogyakarta. Dengan menggunakan penelitian kualitatif jenis studi kasus ini dilakukan di SMA Negeri 5, 8 dan 9 Yogyakarta dengan subjek data adalah kepala sekolah, guru kurikulum, guru matematika dan siswa. Untuk teknik pengumpulan datanya dengan pedoman observasi dan pedoman wawancara yang dilakukan dengan proses triangulasi dan teknik analisisnya menggunakan analisis induktif dari Miles and Huberman. Hasil penelitian menunjukan bahwa manajemen kelas dalam pembelajaran matematika yaitu (1) perencanaannya dengan penyusunan seperangkat pembelajaran mendatangkan ahli pada MGMP, memberikan waktu 10 menit untuk sarapan dan melakukan pengujian pretest. (2) Pengorganisasianya dengan pendekatan cooperative learning, pendekatan scientific, menekankan siswa yang pasif dan ketika siswa jenuh, guru mengajak bernyanyi. Guru memanfaatkan alat peraga yang mudah dicari dengan melibatkan siswa untuk praktek langsung serta memanfatkan media youtube. (3) Kepemimpinannya dengan guru menguasai keadaan peta kelas, menghafal nama siswa, membangunkan untuk sholat tahajud, memancing siswa untuk aktif dengan memberikan soal susah, memberikan reward dan cerita motivasi melalui youtube. (4) Evaluasi dengan guru melakukan pendekatan kepada siswa dan memiliki program bimbingan individu untuk siswa yang tidak memperhatikan pada saat pembelajaran dan siswa yang tidak menyukai matematika dari awal.Kata kunci: manajemen kelas, pembelajaran matematika CLASSROOM MANAGEMENT IN MATHEMATICS LEARNING AT SENIOR HIGH SCHOOLS IN YOGYAKARTA MUNICIPALITYAbstractThe research aims at finding out the classroom management that such as planning, organizing, actuating/ leadership and evaluating of learning mathematics which is done by mathematics teachers in Senior High Schools (SHS) in Yogyakarta Municipality. By using qualitative research in the form of case study research, this research was conducted at SHS 5, 8, and 9 Yogyakarta with the headmasters, curriculum teachers, mathematics teachers, and students as the subjects of the research. For the technique of collecting data used observation guide and interview guide which was done by using triangulation process and the technique of analyzing the data used inductive analysis by Miles and Huberman. The result of the research reveal that classroom management in learning mathematics, namely (1) the planning by arranging a set of teaching and learning and conducing an expert from mathematics teacher organization (MGMP), giving 10 minutes for breakfast, and conduct a pretest. (2) The organization uses cooperative learning approach, scientific approach, encouraging passive students and when the students were getting bored, the teachers asks to sing a song. They use powerpoint by using appropriate animation, utilizing the tools which are easy to look for and involving students to practice directly and utilizing media such as youtube. (3) The leadership is indicated by teachers mastering the map situation of the class, memorizing the students’ names, waking up for tahajud prayer, enhancing students to be active by providing difficult tasks, giving rewards and telling the motivational stories through video. (4) The evaluation is by teachers approaching toward the students and having individual guidance program for students who do not pay attention to teaching and learning process and the students who dislike mathematics from the beginning.Keywords: classroom management,  teaching and learning mathemathics

scholarly journals Augmented Reality as a Classroom Teaching and Learning Tool: Teachers’ and Students’ Attitude

2020 ◽  
pp. 27-35
Author(s):  
Tshering Lham ◽  
Pema Jurmey ◽  
Sonam Tshering
Keyword(s):  
Augmented Reality ◽  
Mobile Application ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Information Communication ◽  
Learning Tool ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers And Students ◽  
Teaching Learning

The use of Information Communication and Technology in teaching learning has been emphasized a lot in the recent times as an effective instructional tool and it will only grow and develop further. Augmented Reality is one of the futuristic pedagogy that will offer great opportunities in the incorporation of information technology in teaching and learning. Augmented Reality refers to the introduction of virtual elements in the real world. This will supplement students’ learning through the use of technology. This study assessed the students’ and teachers’ attitude towards the use of Augmented Reality as a learning tool after they experimented and experienced the use of augmented reality through mobile application. For the teachers, a three-hour professional development session on Augmented Reality was conducted. Teachers were taught how to use mobile application to create Augmented Reality. For the students, research team created the Augmented Reality using a mobile application and let students experience it in a biology lesson. After the sessions, their attitudes towards the use of Augmented Reality was assessed through statements of agreement on a 5-point Likert scale. SPSS has been used for statistical analysis. The results show that both the teachers and students have overwhelming support-positive attitude towards the use of Augmented Reality in the classroom teaching and learning. 

scholarly journals Enhancing Indonesian Students’ Self-confidence through the Integration of Problem-based Learning (PBL) and Technology

2018 ◽  
Vol 8 (1) ◽  
pp. 13-28
Author(s):  
Pasttita Ayu Laksmiwati
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Self Confidence ◽  
Use Of Technology

Access to technology in learning is important and is essential in facilitating students’ use of technology in their learning process. The aim of this study was to enhance students’ selfconfidence with Pythagoras’ Theorem by using problem-based learning (PBL) and technology. The technology used was GeoGebra. This study was conducted at a state junior secondary schools in Indonesia. The researcher employed an action research methodology. Twenty-four second year students (12 boys and 12 girls) from the juniorsecondary school participated in this study. The sampling technique used was purposive random sampling. This study used a pre-experimental design with no control group with both qualitative and quantitative data collected and analysed. There were two cycles in this action research. The investigation showed that the integration of problem-based learningand technology has positive impacts on sample students’ self-confidence. The students’ mean score, which was 80.54 (average self-confidence) on the pre-test, showed an improvement in the post-test with 106.13 (high self-confidence). In addition, the researcher conducted interviews of three students. The result showed that the learning had as positive impact on the students’ self-confidence. As part of 21st century society, students need tosurvive in the workplace and teachers can play their role in accomplishing this in the teaching and learning process. While the researcher cannot make generalisations due to the nature of the sample, nevertheless the integration of problem-based learning and technology in the mathematics learning process will be of interest to teachers and educators looking to improve their students’ self-confidence.

scholarly journals Technology integration in education: Effectiveness, pedagogical use and competence

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Evdokia Pittas ◽  
Adenike Adeyemi
Keyword(s):  
Technology Integration ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
International Schools ◽  
Cross Sectional Study ◽  
Technological Innovations ◽  
Cross Sectional ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers And Students

This cross-sectional study examined primary and secondary teachers’ and students’ views regarding technology integration into teaching and learning in Muscat, Oman. The target group consisted of teachers (N=44) and students (N=219) from two bilingual and two international schools in Oman. Results showed that the majority of students use technology to do projects and research. Both teachers and students enjoy the use of technology in teaching and learning, they feel competent in using it and they similarly evaluate the effectiveness of available technologies. Although the majority of teachers agreed that teaching has become easier and faster with technology, only a small percentage integrates technology into teaching. Factors hindering technology integration concern curriculum design, network issues, time constraint and other. In theory, the study contributes to our understanding of the reasons why teachers’ and students’ find it challenging to use technological innovations in school. Methodologically, this study provides the basis for examining Technological Pedagogical Knowledge in certain socio-geographical contexts. In practice, the study provides educational authorities with suggestions on how technology can be used to support, enhance and extend the curriculum.

scholarly journals Middle school teachers’ opinions about using Vustat and Tinkerplots in the data processing in middle school mathematics

2018 ◽  
Vol 9 (1) ◽  
pp. 01-36 ◽  
Author(s):  
Esat Avcı ◽  
Orkun Coşkuntuncel
Keyword(s):  
Middle School ◽  
Data Processing ◽  
Mathematics Teachers ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Study Group ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Purposeful Sampling ◽  
Research Show

The purpose of this research is to examine the views of middle school mathematics teachers about the usability of VUstat and TinkerPlots software in data processing learning in the Curriculum of Mathematics Teaching in Middle School (5th, 6th, 7th and 8th grades). In the study, the phenomenology design from qualitative research patterns was employed. The study group was determined by maximum variation sampling method of purposeful sampling methods. The number of middle school mathematics teachers in the study group is 14. Pre-Interview Form, Activity Forms, Software Evaluation Forms and Focus Group Interview Form were used as the data collection tool in the research. The analysis and interpretation of the data was done by content analysis. The results of the research show that teachers have some problems regarding the use of technology in teaching mathematics and that VUstat and TinkerPlots software can be used in statistical teaching even though they have certain deficiencies. Some suggestions were made according to the results of the research.

scholarly journals THE IMPORTANCE OF EDUCATIONAL TECHNOLOGY IN TEACHING

2015 ◽  
Vol 3 (1) ◽  
pp. 111-114
Author(s):  
Lazar Stošić
Keyword(s):  
Educational Technology ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Technology In Education ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers And Students ◽  
Information And Communication

Today, more than ever, the role of educational technology in teaching is of great importance because of the use of information and communication technologies. With the help of various applications for distance education, the Internet, teachers, and students themselves, they see the advantage of educational technology. The question is whether schools and teachers themselves are ready for the use of technology in education and whether they are aware of its benefits? In this paper, we try to give an overview of the importance and use of educational technology in the classroom.

scholarly journals MODELING LEARNING GAME BASED DIGITAL TO CHILDREN OF SENIOR HIGH SCHOOL FOR GEOGRAPHY SCIENCE BASED ON UNITY

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Astrid Novita Putri ◽  
Wiratama Adi Wibawa
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Major Effect ◽  
Effective Solution ◽  
Unity 3D ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Learning Game ◽  
Information And Communication

The development of information and communication technology is now a major effect on manyaspects of life, even human behavior and activities are now a lot depends on the information andcommunication technology. One example is the use of technology in teaching and learning, namely withthe game. The game is already familiar to the students. When students are lazy to read books whilestudying, they are cool to play games. Therefore, the author makes an effective solution in learning sothat they are not lazy to study. This game was designed with the concept of 2D so it can be run onsmartphones that have lower specs. To build this game, the author uses Unity 3D 5.4. So, students canlearn with pleasure and do not get bored while studying.

scholarly journals Using technology in teaching English at the S.S.C. level

2018 ◽  
Vol 23 (1-2) ◽  
pp. 142-152
Author(s):  
Sifat Ullah ◽  
Quazi Farzana
Keyword(s):  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Structured Interview ◽  
Teaching English ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Negative Impacts ◽  
The Impact

In this an era of technology, new technologies particularly computer, multimedia, mobile phone and the internet offer possibilities for overcoming geographical and cost barriers in teaching and learning. This study attempts to trace the use of technology in teaching English at the S.S.C. (Secondary School Certificate) level in Bangladesh. It also focuses on the impact of using technology in teaching and learning English. Eight teachers and 60 students from four private schools in Dhaka city were selected to survey the use of technology in teaching the English Language. The researchers employed the mixed methods research to carry out the study where two sets of questionnaires for the teachers and the students and a semi-structured interview only for the teachers were used to collect data. The findings showed that using technology in teaching has both the positive and the negative impacts. Teachers like to use technology in their classroom but limited time and lack of training and technical support from the authority hamper the mode of teaching. The students also feel comfortable in technology affiliated classroom, but sometimes they fail to catch the concept clearly as they become inattentive due to the lack of proper engagement of the teachers in the classroom.

Factors Influencing Teachers' Integration of ICT in Teaching and Learning

2018 ◽  
Vol 9 (2) ◽  
pp. 48-63 ◽  
Author(s):  
Japhet E. Lawrence
Keyword(s):  
Teaching And Learning ◽  
Diffusion Theory ◽  
Digital Age ◽  
Educational Institutions ◽  
Grounded Theory Method ◽  
Teaching And Learning Environment ◽  
Factors Influencing ◽  
Teachers And Students ◽  
Integration Of Ict ◽  
Immense Potential

There is a growing demand on educational institutions to use ICT to teach the skills and knowledge students need for the digital age. The integration of ICT into education provides opportunities for teachers and students to work better in a globalized digital age, particularly in teaching and learning environment, where teaching and learning can take place anytime and anywhere, 24-hours seven days a week. The purpose of this article is to identify the factors that influence teachers' decision to integrate ICT in teaching and learning. The study is chosen because of the strategic importance of ICT in education and particularly, its immense potential, to transform the ways in which teaching is carried out in the classroom. There are a lot of studies in the area, but very little empirical research has been conducted to examine this phenomenon from the teachers perceptive. The present article aims to fill this gap by using in-depth case studies, conceptualized within the grounded theory method to develop a model that will explain and enhance the understanding of the factors influencing teachers' integration of ICT in teaching and learning. The diffusion theory will provide the theoretical foundation for this study.

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