Incorporation of Technology in the Mathematics Classroom: A Review of its Extent in Ghana's Educational Landscape

Abstract

In the early stages, humans exhibited apprehension towards interacting with computers, however presently, the majority of individuals possess the ability to effectively utilize computers and their associated functionalities. The incorporation of technology in the field of mathematics extends beyond basic tasks such as typing and printing questions or delivering courses using PowerPoint. Instead, it involves utilizing technology to effectively educate learners on a wide range of mathematical concepts and topics. The incorporation of technology in mathematics education yields beneficial outcomes for both the instruction and acquisition of mathematical concepts. Hence, it is imperative for educators in the field of mathematics to include technology into their instructional practices, while also fostering a culture that promotes the utilization of technology by students for the purpose of enhancing their mathematical learning experiences The aim of the paper is to draw attention to existing literature that examines the integration of technology in math classrooms in Ghana, including the available technologies, their use for teaching math, the competence of math teachers in integrating technology, the relationship between the mathematics curriculum and technology integration, the benefits of technology in developing math concepts, the challenges of teaching with technology, and the implications of incorporating technology in math education.

Construction and Improvement of a Vocational Education and Teaching System Oriented to “Internet+”

“…More and more countries realize that in order to improve national competitiveness, education must be developed first (Zhuang & Zhu, 2023). For a long time, traditional vocational and technical colleges have been influenced by factors such as educational positioning, educational model, faculty strength, and student abilities (Atteh et al, 2023). They have not fundamentally broken away from the subject-based teaching model.…”