The Benefits and Constraints of the Use  of Information and Communication  Technology (ICT) in Teaching Mathematics

Zakaria, Nur Afiqah; Khalid, Fariza

doi:10.4236/ce.2016.711158

Cited by 36 publications

(40 citation statements)

References 7 publications

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“…This perception also works in reverse, in that if a user feels the benefits of using e-Daftar while performing their tasks, they will automatically feel that it is easy to use. This statement is supported by Muntianah et al (2012) and Zakaria & Khalid (2016), who state thatthe easier a user feels it is to use a technology, the greater the benefits received by the user.…”

Section: Discussionmentioning

confidence: 85%

Evaluation of the “e-Daftar” System Using the Technology Acceptance Model (TAM)

Rosly¹,

Khalid²

2018

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Diverse management information systems have been developed to meet organisations' needs and fulfil their strategic management functions. These include NIOSH, which uses e-Daftar: a training-related information management system developed by the Information Technology Division of NIOSH. This study aims to measure the level of acceptance of the e-Daftar system among NIOSH employees, and its effectiveness. The Acceptance Technology Model (TAM), with the independent variables of perceived usefulness (PU), perceived ease of use (PEOU), and attitude towards using (ATU) is the basis of analysis. This study is a descriptive survey using a quantitative approach. A total of 180 participants were involved, comprising NIOSH staff who use the e-Daftar system, and 126 samples, obtained using the Krejcie and Morgan methods, were analysed. Questionnaires were distributed online using the Question Pro application, and analysed using the Statistical Package for Social Science (SPSS) v23.0. The results show that the perception of ease of use has a significant relationship with attitudes to the use of the e-Daftar system. In addition, regression test results indicate that the perception of usefulness and perceived ease of use has a positive effect on attitudes to the use of e-Daftar, and perceived ease of use is the most significant predictor of attitudes toward consumption. In conclusion, the use of e-Daftar is very effective for the purpose of information management training when the level of user acceptance of the system is high. This study is expected to provide suggestions for improvements to existing applications, as well as reference material for future research.

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Section: Discussionmentioning

confidence: 85%

Evaluation of the “e-Daftar” System Using the Technology Acceptance Model (TAM)

Rosly¹,

Khalid²

2018

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“…There are several qualitative pieces of evidence in the current research body concerning the impacts and benefits of infusing ICT in mathematical pedagogies. These include improvement in learner's performance [27], increase in enthusiasm and curiosity in mathematics [27,28], creation of active and authentic learning environment [29,30], and expansion of creativity and critical thinking skills [27], thus leading to constructive learning and higher-order thinking [31], while also improving learner's learning attitudes and experiences [31].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Previously, [51] also found that mathematics self-efficacy and mathematics anxiety significantly affect mathematics performance in Malaysia and Singapore. Consequently, as students' attitudes and interests can be fostered with learning and teaching pedagogies [27], mathematics teachers are striving to rekindle interest and energy in their teaching environment, encourage towards mathematic learning, and offer the world-class learning experience to their students.…”

Section: Issues and Challenges In Mathematics Education In The Regionmentioning

confidence: 99%

Intentionality and Players of Effective Online Courses in Mathematics

Raza

Reddy

2021

Front. Appl. Math. Stat.

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Mathematics is the engine, vehicle, driver, and language of today’s initiatives, innovations, and human endeavors. In this mathematical-driven world, the ability to perform mathematical tasks and logical reasoning is also essential in solving quotidian tasks and problems. Therefore, mathematical competency and problem-solving skills are kept as an integral component in almost every educational curriculum around the globe. However, there are numerous stumbling blocks along the way to successful teaching, conducive learning environment, and good student performances in almost all disciplines, but more prevalent and visible in mathematics. The major concerns of educators responsible for teaching mathematics and mathematics-related courses are to find effective and innovative ways to deliver mathematical content, to extend the concepts and theories beyond the classrooms, to integrate mathematics with important concepts such as gamification, data mining, learning analytics, deep learning, and effective tools such as mobile devices, learning management systems, and digital technology, and to maintain a good record of students’ performance. In online deliveries, these concerns are further escalated due to no or limited one-to-one interactions and lack of face time, to mention a few. This article investigates the efficacy and effectiveness of traditional and innovative pedagogical practices used in online mathematic courses at the University of the South Pacific (USP). It examines the interdependence of embedded activities and students’ achievement. The results indicate that these online mathematics courses were highly dominated by conventional approaches and were less interactive and engaging, resulting in lower success rates when compared to the courses from other disciplines. To recommend possible ways to enhance the quality of learning and teaching in online mathematics courses, selected online courses from the information system discipline were explored. The reasons for the high online presence in the course were investigated and activities that could lead to collaborative and active learning beyond the passive materials were data mined. The evidence drawn from the statistical analysis highlights the importance of including selected interactive and engaging activities in online learning space of mathematics courses to promote student engagement and help create a sense of community among geographically dispersed students. Overall, based on the observations and theoretical foundation from literature, it can be said that including regular and frequent active assessment strategies, such as weekly quizzes and discussion forums, could extend and promote interactive and engaging learning in online learning space.

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“…It is an undeniable fact that the way people learn, retrieve information, and construct knowledge has changed with the existence of the Internet and digital media [1], [2]. Although the Internet is considered the most valuable innovation ever created, it also has a dark side that may result in adverse effects on its users, including adults and children [3]- [5].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Experiences in the Development of Digital Storytelling for Cyber Risk Awareness

Khalid¹,

El-Maliki²

2020

IJACSA

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Although the Internet has positively impacted people's lives, it also has its dark side. There have been reports on the increase of cases of violence, racial abuse, cyber-bullying, online fraud, addiction to gaming and gambling, and pornography. A vital issue has emerged that Internet users still lack awareness of these online risks. In this study, our respondents were involved in the development of educational videos related to cyber risk topics using a storytelling approach. The participants in this study were 28 in-service teachers who took a master class on Resource and Information Technology. This study aims to examine the issues that participants took into consideration while planning and developing their digital stories, and their experiences developing digital stories about cyber risks. The data was collected using a written reflection. The data was then analyzed thematically using NVivo Software. The findings indicate how the respondents valued their experience in planning, developing, and evaluating their storytelling videos. The impact of learning from the videos on the students' affective domain is also discussed. We further discuss the benefits of the storytelling approach for behavior change.

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The Benefits and Constraints of the Use of Information and Communication Technology (ICT) in Teaching Mathematics

Cited by 36 publications

References 7 publications

Evaluation of the “e-Daftar” System Using the Technology Acceptance Model (TAM)

Evaluation of the “e-Daftar” System Using the Technology Acceptance Model (TAM)

Intentionality and Players of Effective Online Courses in Mathematics

Teachers’ Experiences in the Development of Digital Storytelling for Cyber Risk Awareness

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