The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers

Abstract

Currently, information and communication technology (ICT) has acquired an important role in education. The incorporation of ICT by mathematics teachers has been a challenge as it requires an improvement in their knowledge of the use of new technologies. We aimed to examine the most relevant items of the indicators related to teaching mathematics and ICT, to estimate the relationships between teachers individually and by clusters, and to analyze the incidence of age variables, teaching experience, and gender in this study. A total of 73 high school teachers were included in this cross-sectional study. A validated questionnaire was used to assess mathematics and teaching practice, use, resources, and domain of ICT. Principal component analysis (PCA) was applied to determine the associations among variables of the present study. The application of ICT to teaching was associated with the use of ICT resources in the classroom and indicated that teachers made more choice in selecting a variety of software than electing different hardware devices. Teachers combined technology with educational platforms to improve student learning in mathematics. The general perception of mathematics teachers about their digital competence does not match with models employed in the classroom. Gender was not an influencing factor.

Experiences of Parents and Teachers with Virtual Classrooms during the COVID-19 Restrictions: A Study Focusing on Inclusive Education in Malaysia

“…In terms of gender, male participants in this study in general were reported having higher scores in the domains of affective and awareness, while the female participants scored higher in behavior and competence domains. Previous studies have both demonstrated there were differences in ICT use and/or digital literacy between male and female [46,47] and no differences [48,49]. In this study, one of the possible explanations to our findings was that the parents still played a more traditional role at home, i.e., mothers were assisting the children at home attending virtual classrooms more than fathers did.…”

Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers

“…On the other hand, for the given sample size, with a significance level of 0.05, it was obtained that the power was 0.9781. This means that if the study were repeated, the results would coincide in 97% of cases [80].…”

Key factors in digital literacy in learning and education: a systematic literature review using text mining

“…Notably, results suggest that digital tools are often used in the context of language learning (loading = .287) -central themes of this factor are "language learning", "language teaching", "foreign language", "language education", "language competence" and "language education". This shows that digital technologies are used and relevant in the context of learning (Alvermann et al, 2012): digital tools are used to foster learning of languages (Dixon, 2010), reading (Daley et al, 2020) but also mathematics (Gómez-García et al, 2020). This factor also defines another context in which digital technologies are used to foster learning in higher education, as "university" has a loading of .532.…”

“…Factor four (eigenvalue = 1.49) highlights the importance of information and communication technologies (loading = .660; ICT loading = .739) and links it to the educational environment (teaching, loading = .397, school, loading = .464). This factor highlights the technological foundations required for the development of any educational initiative that aims at using or developing information and communication skills (Gómez-García et al, 2020). Factor four has to be considered in relation to factor one, which emphasizes the information and communication dimensions that are at the basis of digital skills.…”