Indonesian Teachers’ Knowledge of ICT and the Use of ICT in Secondary Mathematics Teaching

Mailizar; Lianghuo Fan

doi:10.29333/ejmste/110352

Full Text (PDF)

Mailizar ¹ ^* , Lianghuo Fan ²

More Detail

¹ Mathematics Education Department, Universitas Syiah Kuala, Banda Aceh, INDONESIA
² Asian Centre for Mathematics Education, East China Normal University, CHINA
^* Corresponding Author

Abstract

Indonesia, like many other countries, see Information and Communication Technology (ICT) as a potential tool for enhancing the quality of education. However, there is a lack of research examining Indonesian secondary mathematics teachers’ knowledge in the integration of ICT. In this study, we aimed to investigate Indonesian secondary teachers’ knowledge in the use of ICT in secondary mathematics classrooms. The study employed a quantitative method with a cross-sectional survey approach. It was conducted in one of Indonesia’s provinces where the data were collected from 341 secondary mathematics teachers through a questionnaire survey. The findings suggest that, to a large extent, Indonesian secondary mathematics teachers have a largely inadequate knowledge of ICT and knowledge of ICT use in teaching. Based on the findings, we argue that it is crucial to improve Indonesian teachers’ knowledge of both aspects, and more training courses for teachers’ knowledge development are needed.

Keywords

ICT
Indonesian mathematics education
teacher education
teacher knowledge

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/110352

EURASIA J Math Sci Tech Ed, 2020 - Volume 16 Issue 1, Article No: em1799

Publication date: 11 Sep 2019

Article Views: 2252

Article Downloads: 1328

Open Access References How to cite this article

References

Agyei, D. D., & Voogt, J. (2011). ICT use in the teaching of mathematics: Implications for profesional development of pre-service teacher in Ghana. Educational Information Technology, 16, 423-439. https://doi.org/10.1007/s10639-010-9141-9.
Al Harbi, H. E. M. (2014). An examination of Saudi high school teachers’ ICT knowledge and implementation. Queensland University of Technology, Queensland.
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issue for the conceptualization, development, and assessment of ICT-TPCK: Advance in technilogical pedagogical content knolwedge (TPCK). Computer & Education, 52, 154-168. https://doi.org/10.1016/j.compedu.2008.07.006.
Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.
Barlett, J. E., Kotrlik, J. W., & Higgins, C. C. (2001). Organizational research: Determining appropriate sample size in survey research. Information technology, learning, and performance journal, 19(1), 43.
Becta. (2004). A review of the research literature on barriers to the uptake of ICT by teachers. Conventry: British Educational Communication and Technology Agency.
Brantley-Dias, L., Kinuthia, W., Shoffner, M., B, de-Casto, C., & Rigole, N., J. (2007). Developing Pedagogical Technology Integration Content Knowledge in preservice teachers: A case study approach. Journal of Computing in Teacher Education, 23(4), 143-149.
Chai, C., Koh, J. H. L., & Tsai, C. C. (2013). A Review of Technological Pedagogical Content Knowledge. Educational Technology & Society, 16(2), 31-51.
Chinnappan, M., & Thomas, M. (2008). Teaching and learning with technology: Realising the potential. In H. J. Forgasz, A. Barkatsas, B. Bishop, S. Clarke, W. Keast, Seah & P. Sullivan (Eds.), Research in mathematics education in Australasia 2004-2007.
Clark-Wilson, A., Robutti, O., & Siclair, N. (Eds.). (2014). The mathematics teacher in the digital era: Mathematics education in the digital era (Vol. 2). New York: Springer. https://doi.org/10.1007/978-94-007-4638-1.
Debbagh, M., & Jones, W. M. (2018). Examining English language teachers’ TPACK in oral communication skills teaching. Journal of Educational Multimedia and Hypermedia, 27(1), 43-62.
Doukakis, S., Koilias, C., Adamopoulos, N., & Giannopoulou, P. (2011). Computer Science Teachers’ In-service Training Needs and Their Technological Pedagogical Content Knowledge. Paper presented at the World Summit on Knowledge Society, Heidelberg, Germany.
Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (Vol. 7). Boston: MacGraw-Hill.
Handal, B., Campbell, C., Cavanagh, M., Petocz, P., & Kelly, N. (2013). Tecnologycal Pedagogical Content Knowledge of secondary mathematics teachers. Contemporary Issues in Technology and Teacher Education, 13(1), 22-40.
Harendita, M. (2013). Why Resist? A Closer Look at Indonesian Teachers’ Resistance to ICT International Journal of Indonesian Studies, 1, 41-57.
Hennessy, S., Fung, P., & Scanlon, E. (2001). The role of the graphic calculator in mediating graphing activity International Journal of Mathematics for Education in Science and Technology, 32(2), 267-290. https://doi.org/10.1080/00207390010022176.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendation for future research Educational Technology Research and Development, 55, 223-252. https://doi.org/10.1007/s11423-006-9022-5.
Jones, K. (2005). Implications for the classroom: Research on the use of dynamic software. In J. Edwards & D. Wright (Eds.), Integrating ICT into the Mathematics Classroom (pp. 27-29). Derby: Association of Teachers of Mathematics.
Kazoka, R., & William, F. (2016). Secondary school teachers’ knowledge and practice toward the use of ICT. Merit Research Journal of Education and Review, 4(2), 14-18.
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge Journal of Educational Computing Research, 32, 131-152. doi: https://doi.org/10.2190/0ew7-01wb-bkhl-qdyv.
Koh, J. H. L., Woo, H.-L., & Lim, W.-Y. (2013). Understanding the relationship between Singapore preservice teachers’ ICT course experiences and technological pedagogical content knowledge (TPACK) through ICT course evaluation. Educational Assessment, Evaluation and Accountability, 25(4), 321-339. doi: https://doi.org/10.1007/s11092-013-9165-y.
Loveless, A. (2007). Preparing to teach with ICT: subject knowledge, Didaktik and improvisation. The Curriculum Journal, 18(4), 509-522. doi: https://doi.org/10.1080/09585170701687951.
Mailizar, Manahel, A., & Fan, L. (2014). A historical overview of Mathematics curriculum reform and development in modern Indonesia. Teaching Innovations, 27(3). doi: doi:10.5937/inovacije1403058M.
Mailizar. (2018). Investigating Indonesian teachers’ knowledge and use of ICT in mathematics teaching. (PhD), University of Southampton.
Marzal, J. (2013). Pengembangan skill dan kompetensi TIK guru Matematika dan IPA di kota Jambi melalui e-tutorial berbasis kebutuhan guru [Improvement of mathematis teachers’ comptence and skill of ICT through teacher’s need based e-tutorial]. Tehno-Pedagogy, 3(1), 28-41.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x.
Muijs, D. (2004). Doing quantitative research in education with SPSS. London: Sage. https://doi.org/10.4135/9781849209014.
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education,, 21(5), 509-523. https://doi.org/10.1016/j.tate.2005.03.006.
Owusu, K. A., Lindsey, C., & Chris, A. (2015). Assessing New Zealand high school science teachers’ technological pedagogical content knowledge Journal of Computers in Mathematics and Science Teaching, 34(3), 345-373.
Pierson, M. (2001). Technology integration practice as a fuction of pedagogical expertise. Journal of Research on Technology in Education, 33(4), 413-430. https://doi.org/10.1080/08886504.2001.10782325.
Puspiratini, E. W., Sunaryo, S., & Suryani, E. (2013). Pemodelan Technological Pedagogical Content Knowledge (TPACK) berbasis teknologi informasi komunikasi (TIK) dengan pendekatan struktiral equation modeling (SEM) Paper presented at the Seminar Nasional Manajemen Teknologi XVIII, Surabaya, Indonesia.
Pynoo, B., Tondeur, J., Van Braak, J., Duyck, W., Sijnave, B., & Duyck, P. (2012). Teachers’ acceptance and use of an educational portal. Computers & Education, 58(4), 1308-1317. https://doi.org/10.1016/j.compedu.2011.12.026.
Rimilda, R. (2015). Analysis Technological Pedagogical Content Knowledge Mahasiswa Program Studi Pendididikan Matematika FKIP Unsyiah pada materi Bangun Ruang Sisi Datar [Analysing of Unsyiah’s Pre-service teachers’ TPACK on Topic of three–dimensional geometry. (Master), Syiah Kuala University, Banda Aceh, Indonesia.
Ruseffendi, E. T. (1988). Pengantar kepada membantu guru mengembangkan kompetensinya dalam pengajaran matematika untuk meningkatkan CBSA [Introduction to help teachers to develop competence in teaching mathematics to improve the student active learning]. Bandung, Indonesia: Tarsito.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004.
Sinclair, N., & Jackiw, N. (2005). Understanding and projecting ICT trends in mathematics education. Teaching secondary mathematics with ICT, 235-251.
Smeets, E. (2005). Does ICT contribute powerful learning environments in primary education? . Computer & Education, 44, 345-355. https://doi.org/10.1016/j.compedu.2004.04.003.
Stoilescu, D. (2015). A critical examination of the technological pedagogical content knowledge framework: Secondary school mathematics teachers integrating technology. Journal of Educational Computing Research, 52(4), 514-547. https://doi.org/10.1177/0735633115572285.
Thompson, A., & Mishra, P. (2008). Breaking news: TPCK becomes TPACK! . Journal of Computing in Teacher Education, 24(2), 38-64.
Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge–a review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121. https://doi.org/10.1111/j.1365-2729.2012.00487.x.
Witte, K. D., & Rogge, N. (2014). Does ICT matter for effectiveness and efficiency in mathematics education? Computer & Education, 75, 173-184. https://doi.org/10.1016/j.compedu.2014.02.012.

How to cite this article

Vancouver

Mailizar, Fan L. Indonesian Teachers’ Knowledge of ICT and the Use of ICT in Secondary Mathematics Teaching. EURASIA J Math Sci Tech Ed. 2020;16(1):em1799. https://doi.org/10.29333/ejmste/110352

APA

Mailizar, & Fan, L. (2020). Indonesian Teachers’ Knowledge of ICT and the Use of ICT in Secondary Mathematics Teaching. Eurasia Journal of Mathematics, Science and Technology Education, 16(1), em1799. https://doi.org/10.29333/ejmste/110352

AMA

Mailizar, Fan L. Indonesian Teachers’ Knowledge of ICT and the Use of ICT in Secondary Mathematics Teaching. EURASIA J Math Sci Tech Ed. 2020;16(1), em1799. https://doi.org/10.29333/ejmste/110352

Chicago

Mailizar, and Lianghuo Fan. "Indonesian Teachers’ Knowledge of ICT and the Use of ICT in Secondary Mathematics Teaching". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 1 (2020): em1799. https://doi.org/10.29333/ejmste/110352

Harvard

Mailizar, and Fan, L. (2020). Indonesian Teachers’ Knowledge of ICT and the Use of ICT in Secondary Mathematics Teaching. Eurasia Journal of Mathematics, Science and Technology Education, 16(1), em1799. https://doi.org/10.29333/ejmste/110352

MLA

Mailizar et al. "Indonesian Teachers’ Knowledge of ICT and the Use of ICT in Secondary Mathematics Teaching". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 1, 2020, em1799. https://doi.org/10.29333/ejmste/110352