ABSTRACT
This research explored prospective
teachers’ perceptions of integrating information communication technologies
(ICTs) into mathematics instruction and how their perception relates to their
willingness to integrate technology. To this end, a survey of 120 prospective
teachers in secondary schools in Ifako Ijaye Local Government Area of Lagos
State was conducted. The survey provided data concerning their perception of
the usefulness of ICT in mathematics instruction, their willingness to
integrate ICT tools and their self-perceived readiness to integrate ICT in
their instructional practice. The reliability scales (Cronbach’s Alpha values)
for the survey instrument was 0.726. The analysis of data included descriptive
statistics and correlation between prospective teachers’ perceived importance
of technology and reported levels of willingness to integrate ICT. Results
revealed relatively positive perception (M=3.85, SD=0.38) and willingness to
Integrate ICT (M=3.62, SD=0.40). A significant positive correlation (r = 0.534,
p = 0.000) was found between the perception of prospective teachers and their
wiliness to use ICT in their instructional practice. The Curriculum and
Research Development Department of the Federal and States Ministry of Education
must as a matter of necessity re-examine the mathematics curriculum and revise
the existing syllabus to explicitly state what ICT tools must be used and how
it should be used in the teaching and learning process. This will enable
teachers who have positive perception about the usefulness of ICT to take
advantage of the provisions made in the curriculum to integrate ICT in their
instruction.
TABLE
OF CONTENT
CHAPTER
ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypotheses
1.7 Scope of the Study
1.8 Definition of Terms
CHAPTER TWO: LITERATURE
REVIEW
2.1 Definition
and Concept of ICT
2.2 The
Use of ICT/IT in the Teaching-Learning Process
2.3 Prospective
Teachers’ Perception of ICT integration in instruction
2.4 Theoretical
Framework
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Design
3.2 Sampling Technique
3.3 Questionnaire
3.4 Data Collection Procedure
3.5 Data Analysis Procedure
CHAPTER
FOUR:
DATA
PRESENTATION AND INTERPRETATION
4.0 Introduction
4.1 Findings
CHAPTER FIVE:
SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Summary of Findings
5.2 Conclusion
5.3 Recommendations
References
Appendix
CHAPTER ONE
INTRODUCTION
1.1 Background to
the Study
The impact of information and communication technology (ICT)
on teaching and learning has become the focus of many studies intended to
improve the quality of education. Until recently, the primary teaching
resources available to teachers were the books in libraries. However, ICT has
provided a new kind of support for instruction through the development of
facilities that supports the teaching and learning process. The adoption of ICT
into educational institutions has significantly changed the speed of production,
use and distribution of Knowledge. In this regard, the Government of Nigeria has
placed high emphasis on ICT as a means of improving governance, accountability
and transparency for the development of human resource potentials and
strengthening national unity through education (Federal Ministry of Education,
2003, 2005). Consistent with the Government goal of implementing ICT in the
educational system, in 2007 there was a new educational reform in Nigeria which
placed high emphasis on the integration of ICT tools in all subject areas. In
the pre-tertiary institutions, ICT was made a core subject which every student
must pass as a requirement for admission into tertiary institutions.
Additionally, the new curriculum emphasized on the use of ICT tools in the
teaching and learning process. For instance the new syllabus for Mathematics at
the Senior High School level encourage teachers to use spreadsheet software in
teaching students how to draw graphs, calculate mean, mode, median and standard
deviation (Federal Ministry of Science and Technology, 2007).
A number of studies have revealed that integrating ICT in Mathematics
instruction have the potential to make learning effective and interesting
towards improving student learning outcomes by providing opportunities for
students to develop skills that will empower them in this modern society (e.g.
Kumar, 2008; Forgasz and Prince, 2004; Fitzallen, 2007; Gill and Dalgarno,
2008). The standards of the National Council of Teachers of Mathematics (NCTM)
stresses that, technology can facilitate Mathematical problem solving,
communication, reasoning, and proof; moreover, technology can provide students
with opportunities to explore different representations of mathematical ideas
and support them in making connections both within and outside of Mathematics (NCTM,
2000). Students can use technology to explore and reach an understanding of
mathematical concepts because technology allows students to focus on strategies
and interpretations of answers rather than spend time on tedious computational
calculations (UNESCO, 2005).
Regardless of the apparent advantages of ICT integration in Mathematics
instruction which has been confirmed by many studies (eg. NCTM, 2000; Forgasz
and Prince, 2004; UNESCO, 2005; Kumar, 2008), the deployment and use of ICT in Nigerian
school contexts remains problematic. The common explanation for the lack of ICT
integration in the instructional process is the varying levels of resistance by
teachers to use ICT tools. Olson (2000), for instance indicated that teachers
labels ICT as a ‘Trojan Horse’ and
asks why they should abandon the safety and comfort of recognised subject
pedagogy for the uncertainties and complexities that surround the use of ICT.
Obviously, teachers’ perception about ICT integration plays a significant role
in their use or nonuse of ICT in the instructional process. An earlier study by
Grabe and Grabe (1998) reported a situation in which computers were not used
effectively in teaching practice, due in part to teachers’ perception and fears
regarding relatively new technologies. Thus, without knowledge of teachers’ and
prospective teachers’ perceptions and future plans for using ICT in education,
any potential innovations in this area may be deficient (Can and Cagiltay,
2006).
1.2 Statement of the
Problem
There has been significant effort by government of Nigeria in
the introduction of ICT in teacher education in terms of curriculum and
infrastructure at the Colleges of Education and University level (Federal Ministry
of Education, 2009). The goal is to train technologically competent graduate
teachers who will be able to integrate ICT in their future instructional
practice. However, even though 87% of second cycle institutions in Nigeria are
well equipped with ICT facilities (Federal Ministry of Education, 2009)
statistics indicate that majority of trained Mathematics teachers in Nigeria
are not integrating ICT in their instruction (MOE, 2009; Mereku et al, 2009).
Even though there appears to be no single factor that determines why Mathematics
teachers are not using ICT in their teaching, there is widespread agreement
that their perception plays a significant role (Lai, 2001; Can, 2006)
The relationship between teachers’ ICT skills and successful
implementation is complex because, there are a range of contributing issues
including teacher perception and intention in addition to having the necessary
skills, equipment, support, and education (Granger, 2002). Consequently, in
spite of the increasing levels of teachers knowledge in ICT over the years and
the obvious benefits of ICT integration in Mathematics instruction, studies
have continually shown that, many Mathematics teachers who are ICT literate do
not integrate ICT tools in their teaching (e.g. So, 2006 ; Lua, 2008).
Studies on teachers’ readiness for ICT
integration generally suggest that there is still a long way to go before
schools will be able to take full advantage of the opportunities provided by
21st century technology (e.g. So and Swatman, 2006). Barak (2006) reveals that
teachers exploit ICT for their own learning but they are cautious about
integrating advanced technologies in their instruction. According to Barak,
while teachers recognize the potential of technology in stimulating students’
learning and making school studies relevant to real-life contexts, they do not
think that ICT is preferable for class-based instruction or for promoting
cooperation and reflection in learning. Clearly, the perception of teachers
especially prospective teachers are critical to the success or failure of ICT
integrating in the teaching and learning process (Can, 2006).Teachers tend to
use technology in ways shaped by their own personal perspectives on the
curriculum and on their pedagogical practices (Lai, 2001). Therefore it would
be unwise to suggest integrating ICT into classrooms before more fully
investigating teachers’ (particularly prospective teachers) perceptions about
ICT integration.
1.3 Purpose of the
Study
The purpose of this study was to investigate prospective
teachers’ perception about ICT integration and their future plans for using ICT
in their teaching. The focus of this study on prospective teachers’ perceptions
is significant, because in order to estimate the possibility of change
regarding the use of computers in classroom instruction, it is very important
to understand the current perceptions of future teachers who are expected to be
the agent of change in relation to ICT integration.
This study specifically investigated:
§ The perceptions of prospective Mathematics teachers regarding
the use of ICT in the teaching and learning process
§ Prospective Mathematics teachers’ future plans for using of
ICT in the teaching and learning environment that they will design in future.
1.4 Significance of the Study
This study is set
out to achieve the following objectives:
§ To
investigate the perception of prospective Mathematics teacher regarding the use
of ICT.
§ To
access the level of implementation of ICT in most schools in Lagos State
§ To
find out the future direction of the development in ICT in secondary schools in
Lagos state.
§ To
find out how effective the use of ICT tools for student of all abilities
1.5 Research Questions
1. Does integration of ICT is academically
useful in promoting students’ enthusiasm about Mathematics?
2. Does integration of ICT is useful in
providing suitable learning environments that appeal to a variety of learning
styles of students?
3. Does integration of ICT is helpful in promoting
cooperative work among students?
4. Does integration of ICT is supportive in
providing suitable learning environments that appeal to a variety of learning
styles of students?
5. Does integration of ICT is useful in helping
students to acquire the basic computer education needed for their future
careers?
1.6 Research Hypotheses
1. Ho: Integration
of ICT is academically not useful in promoting students’ enthusiasm about Mathematics?
2. Ho: Integration
of ICT is not useful in helping students to acquire the basic computer
education needed for their future careers?
1.7 Scope of the Study
The scope of the study covers all
Mathematics teachers in Lagos state with much emphasis on Ifako-Ijaye Local
Government Area of Lagos state as regard their (Mathematics teacher) perception
about ICT integration in teaching Mathematics.
1.8 Definition of Terms
Prospective: Prospective literally means
"looking forward". It can also refer to an event that is likely or
expected to happen in the future
Teacher: a teacher (also called a school
teacher) is a person who provides education
for students.
Perception: Perception (from the Latin
perceptio, percipio) is the
organization, identification, and interpretation of sensory
information in order to represent and
understand the environment.
Information
and Communication Technologies (ICT): is often used as an
extended synonym for information technology (IT),
but is a more specific term that stresses the role of unified communications and the
integration of telecommunications (telephone lines and wireless signals),
computers as well as necessary enterprise software, middleware, storage, and audio-visual
systems, which enable users to access, store, transmit, and manipulate
information.
Mathematics: often
shortened to maths or math, is the study of topics such as quantity (numbers),
structure, space,
and change. There is a range of views among
mathematicians and philosophers as to the exact scope and definition of Mathematics. Mathematicians seek out patterns and use them to formulate new conjectures. Mathematicians resolve the
truth or falsity of conjectures by Mathematical Proof. When Mathematical
structures are good models of real phenomena, then Mathematical reasoning can
provide insight or predictions about nature.
Instruction:
may refer to teaching, education performed by a teacher
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