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Т.Г. Крамаренко
Information Technologies and Learning Tools , 2010,
Abstract: The increasing of effectiveness in the process of mathematics learning can be improved by the way of systematical use of new information technologies. Harmonious fitting of computer-based technologies into the didactic current system implies the psychological and pedagogical problem which can be solved through the development of computer-oriented courseware and of procedural recommendations for teachers. П двищення результативност вивчення математики можливе шляхом систематичного використання засоб в Н Т. Вир шення психолого-педагог чно проблеми гармон йного вбудовування комп’ютерних технолог й в д ючу дидактичну систему бачимо в створенн комп’ютерно-ор нтованого навчально-методичного забезпечення, в розробц практичних рекомендац й вчителям.
A model for evaluating the institutional costs and benefits of ICT initiatives in teaching and learning in higher education  [cached]
David Nicol,Michael Coen
Research in Learning Technology , 2003, DOI: 10.3402/rlt.v11i2.11276
Abstract: Significant investments are being made in the application of new information and communications technologies (ICT) to teaching and learning in higher education. However, until recently, there has been little progress in devising an integrated costbenefit model that decision-makers can use to appraise ICT investment options from the wider institutional perspective. This paper describes and illustrates a model that has been developed to enable evaluations of the costs and benefits of the use of ICT. The strengths and limitations of the model are highlighted and discussed
Mathematics Teachers' Readiness to Integrate ICT in the Classroom: The Case of Elementary and Middle School Arab Teachers in Israel
Nimer F. Baya'a,Wajeeh M. Daher
International Journal of Emerging Technologies in Learning (iJET) , 2013, DOI: 10.3991/ijet.v8i1.2386
Abstract: ICT integration in mathematics education provides mathematics teachers with integrative teaching methods that motivate students learning, support their independent learning and active participation in the discovery of mathematics concepts and topics, and, as a result, helps them have deeper understanding of the mathematical ideas. So, the integration of ICT in the teaching and learning of mathematics, as a result of ICT educational affordances, helps students have better achievement in mathematics. These potentialities of the ICT make its integration in the mathematics classroom a promising practice, but the success of this practice is dependent on various factors, among which are the following: teachers' perceptions of their ability in ICT, teachers' attitudes towards ICT contribution to the mathematics teaching, teachers' attitudes towards ICT contribution to students' mathematics learning, teachers' emotions towards the use of ICT in the mathematics classroom, teachers' feelings of self-esteem and control in the presence of ICT in the mathematics classroom, and teachers' intentions to actually integrate ICT in their teaching. The current research came to verify the readiness of Arab teachers in elementary and middle schools in Israel regarding the integration of ICT in the classroom, and hence its interest in the six above constructs. The research used a questionnaire that included statements related to each one of the above constructs. This questionnaire was administered to 475 Arab teachers in elementary and middle schools in the North, Center and Haifa regions in Israel. The research findings show that more than seventy percent of the participating teachers have positive perceptions of their competence in technology and technology integration in their teaching. Further, they have positive attitudes towards the integration of ICT in teaching and learning and of their self-esteem in the presence of technology, in addition to positive emotions towards this integration. Thus the findings indicate that the teachers are ready for the integration of technology in their teaching, and this readiness is represented not only by the participating teachers' perceptions of and attitudes towards the integration of technology in teaching and learning, but also in their intention to do so.
Integrating ICT in Pre-Primary Education: The Case of Mauritius  [cached]
Sameerchand Pudaruth,Bibi Rushda Bahadoor
International Journal of Education , 2011, DOI: 10.5296/ije.v3i2.475
Abstract: In this paper, we give an overview of how pre-primary education is conducted in different countries and also about the positive impact of ICT on early childhood education. Pre-primary education is gaining up more and more importance as it deals with young learners’ future. Brain-based research shows that the period from birth to the age of eight is a critical phase, so quality pre-primary education should be provided to the children for them to perform better in different skills such as mathematics, arts and languages. ICT can be used to enhance the traditional way of teaching and the learning processes. We are of the opinion that the integration of ICT can have long-lasting benefits however a limit should be placed on the amount of time that the young learners will spend in front of a computer screen. We have also made a substantial survey on the requirements of an online tool for pre-primary education in Mauritius. The results obtained are described and explained.
As TIC no ensino secundário na matemática em portugal: a perspectiva dos professores
Ricoy, María Carmen;Couto, Maria Jo?o V. S.;
Revista latinoamericana de investigación en matemática educativa , 2011,
Abstract: at the present time, the information and communication technologies (ict) are an integral part of the everyday life of societies, and therefore it is necessary that they are given greater importance within the school context. this work establishes the following goals: getting to know the training received in this area by math high school teachers in portugal, identifying the main digital resouces used by them, and discovering the benefits and limitations attributed to the use of icts. the study is located in a qualitative perspective, using the technique of interviews, with the participation of eighteen teachers. the main findings show that the teachers make very little use of digital resources. while recognizing the benefits of integrating icts into the teaching and learning of mathematics in terms of communication, graphical representation, gathering of information, development of calculus and motivation, they point out the following limitations, time constraints, lack of equipment and/or technical support, the difficulty of managing students on the internet and the fact that they do not have had enough training.
An Innovative Information and Communication Technology (ICT) Based Approach to the Teaching and Learning of Chemistry
K.O. Oloruntegbe,M.O. Odutuyi
Pakistan Journal of Social Sciences , 2012,
Abstract: The authors of this study after tracing student’s poor performance in chemistry to inappropriate methodology of science delivery, proposed Information and Communication Technology (ICT) based approach. The approach may be costly, but it will go a long way to solve the problem of poor performance. The authors discussed the meaning of ICT areas of application in chemistry. Programming options, the benefits and what to provide to make the approach work. They then concluded by suggesting that Nigerians should move with the rest of the world by embracing recent and modern approaches to science teaching and learning.
Mathematics as a social construct: Teaching mathematics in context  [cached]
Hayley Barnes,Elsie Venter
Pythagoras , 2011, DOI: 10.4102/pythagoras.v33i68.62
Abstract: Why is teaching in context an important option to consider in the teaching of mathematics? What does it mean to teach mathematics from and in contexts? And what are the possible challenges associated with this practice? The aim of this paper is not to provide a comprehensive answer or solution to these questions. We attempt rather to address these questions specifically with regard to South Africa and the theory of Realistic Mathematics Education. In this article we consider a vignette of a more formal and traditional mathematics lesson and then suggest possible reasons why we need to be teaching more in context. Furthermore we discuss the application of the theory of Realistic Mathematics Education as a potential approach to facilitate teaching in context. Finally we present some challenges associated with this practice.
A. Nikulin,T. Nakonechnaya
Information Technologies and Learning Tools , 2011,
Abstract: The important constituent of educational activity is an update of textbooks, in particular on higher mathematics. Taking into account the credit-module system of education the chapters of textbooks made according to the structural modules. Educational text includes basic concepts, facts, formulas and theorems and complemented the examples of decision of problems, both on a paper and by MathCAD or Excel. Growth of students work efficiency, increasing of visualization and comfort of educational process with using of the modernized manual is achieved due to the use of information and communication technologies (ICT). Важливою складовою осв тянською д яльност оновлення п дручник в навчальних пос бник в, зокрема з вищо математики. З урахуванням кредитно-модуль-но системи навчання розд ли тексту складаються в дпов дно до зм стових модул в. Матер али включають основн поняття, факти, формули теореми та доповнюються прикладами розв’язання задач, як на папер , так за допомогою MathCAD або Excel. Зростання ефективност роботи студент в, п двищення наочност й зручност навчального процесу з використанням модерн зованого пос бнику досяга ться за рахунок нформац йно-комун кац йних технолог й ( КТ).
ICT in Language Learning - Benefits and Methodological Implications  [cached]
Kristina Mullamaa
International Education Studies , 2010, DOI: 10.5539/ies.v3n1p38
Abstract: ICT as a medium for teaching is becoming more and more acknowledged. In this article we wish to share some aspects of using ICT that have proved positive and stimulating both for students and the teacher. We share our experience in using the Blackboard e-learning environment for teaching language courses in English and Swedish (different levels), for learning terminology, and ESP (English for Specific Purposes). Our focus will be on how the web-based environment can be used for supporting student-centred learning, increasing student motivation, individualisation and cooperation in creating the study-materials, at the same time developing a feeling of “us” and of belonging together. Taking a look at our different past and current courses, we will view different ways of motivating students by engaging them in building the learning materials: data-bases on specific research topics, power-point presentations and on-line dictionaries. We analyse how the ICT solutions can be used as a support for different classroom activities, group-work and pair-work assignments; for independent work; for enforcing student-centred learning and the principles of individualisation; forming one′s personal opinion, and being able to express it on topical issues.
Modelling As an Aid in Teaching Mathematics
Shafi’i Muhammad ABDULHAMID
Leonardo Journal of Sciences , 2008,
Abstract: The terminology precision is not the main topic of further considerations. On the contrary, the wealth of contents of model or modelling may be in many respects productive. This paper looked at how modelling could be used to enhance the teaching of mathematics in secondary and post-secondary schools in Nigeria. An attempt was also made to classify model or modelling in to different types with examples from natural Economics.
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