ICT tools for remote teaching and learning mathematics: A proposal for autonomy and engagements

The primary purpose of this study was to examine the level of secondary education teachers' attitudes towards implementing S.T.E.M. in the classroom. Moreover, previous relative research studies' findings were reviewed to assist in the analysis of the current study. The main instrument of the study was a questionnaire containing 18 items using a 5-point Likert scale administered to 121 K-12 school teachers. Descriptive, independent t-tests and ANOVA analyses were applied to analyze the research findings. The results showed a highly positive attitude towards S.T.E.M. education. Nevertheless, teachers seem concerned about implementing the framework in the classroom and appear willing to participate in relative seminars. Overall, this study's findings comply with the findings of the international literature and are expected to raise awareness among the relevant departments of the Hellenic Ministry of Education and Religious Affairs.

Section: Research Areamentioning

confidence: 99%

Teachers' attitudes towards S.T.E.M. in secondary education

Kalliontzi

2022

“…Mathematics is a general science that has a fundamental role in the development of modern technology and is very influential in various other disciplines (Dahal et al, 2022;Papadakis, 2020a;2020b). Moreover, applying mathematics science leads us to daily-life problem-solving.…”

Section: Introductionmentioning

confidence: 99%

“…The results show that ten fourth-grade students and five students have been assumed not to understand the materials delivered by the teacher, which is caused by students' disinterest in ongoing learning. Moreover, the material delivered by the teacher tends to be monotonous and boring because the teacher delivers the material using conventional learning media, and this has an impact on students' interest in ongoing learning (Dahal et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Developing powerpoint-based interactive multimedia of mathematics learning multiples and factors materials for elementary school

Nugroho¹,

Trisniawati²,

Rhosyida³

2022

This research aims to describe PowerPoint-based interactive multimedia products in learning multiple material mathematics and class IV factors of the Karangtengah Baru, Imogiri State Elementary School, and describe the feasibility of the product. This research uses a development method or Research and Development (R&D), which includes six stages of development. The results of this development study show that the product developed meets valid and practical criteria. The validity can be categorized as "Very Good", with an average score of 4.6 and a percentage of 92%. The assessment results from media experts are categorized as "Good", with an average score of 3.9 and a percentage of 78.7%. The assessment results from media experts are categorized as "Good", with an average score of 3.9 and a percentage of 78.7%. Assessment from class teachers is categorized as "Very Good", with an average score of 4.7 and a percentage of 95.7%. Practicality seen from student response assessments can be categorized as "Very Good", with an average score of 4.7 and a percentage of 94% of 10 students as respondents. Based on the above exposure, it can be concluded that PowerPoint-based interactive multimedia products are developed and feasible for use in Class IV elementary mathematics learning multiple materials and factors.

“…Like in developing countries (Qureshi & Qureshi, 2021) like Nepal, where online course delivery is commonplace, course facilitators have used various collaborative tools for course delivery and evaluation (Kalogiannakis & Papadakis, 2007;. These resources include Moodle's discussion forum, workshops, chat rooms, comment sections, wikis, Google Apps docs, slides, and Jamboard (Bower & Wittmann, 2009;Dahal & Pangeni, 2019;Dahal et al, 2020;Dahal et al, 2022). Universities in Nepal are increasingly using collaborative learning scenarios in their online master's, MPhil, and doctoral programs in higher education.…”

Section: Introductionmentioning

confidence: 99%

“…When students are expected to learn through group projects, collaborative learning is appropriate so far (Nugroho et al, 2022). This situation led the researcher to conclude that a collaborative learning scenario on the Moodle platform consists of "three interconnected entities: users, learning system, and collaborative tasks, whereas it is individual-based in Google Apps" (Dahal et al, 2022). The user entity in Moodle comprised participants and facilitators, collaborative learning systems, and participant-and facilitator-performed collaborative learning tasks.…”

Section: Introductionmentioning

confidence: 99%

Understanding and uses of collaborative tools for online courses in higher education

Dahal

2022

Self Cite

This article describes an action research study investigating the understanding and uses of collaborative tools, which are novel to pedagogical practices -- using the steps of planning, intervening, evaluating the effectiveness, and sharing potential collaborative tools and/or applications. The research focuses on determining the most effective applications for collaborative tools. Based on the study, this article highlights additional key strengths of collaborative teaching scenarios: their strength in facilitating student tasks and assessments. The time savings are quantified after determining how the collaborative task reduces the time required by course facilitators for manual evaluation. This advancement makes it possible to design multiple collaborative tasks that use various collaborative tools, enhancing learning experiences in higher education. The section then discusses potential collaborative tools and/or applications. Effective utilization of collaborative tools necessitates facilitators with the skills to create a new, innovative, collaborative virtual platform.