Mayer (1984) identified three learning stages that affect meaningfulness: selection, organization, and integration of information. In school, students select information that they memorize and organize sufficiently to enable satisfactory performance on tests, but they often fail to integrate the information by relating it to previous experiences or knowledge stored in long term memory. Consequently, one outcome of education-use of information, it seems, is a large reserve of inert information which is eventually forgotten (Cognition and Technology Group at Vanderbilt, 1992). Recently, researchers have identified several principles to guide effective teaching (Koschman, Myers, Feltovich, & Barrows, in press). The utilization of information is pivotal.
In mathematics education, values are the hidden and affective qualities which teachers aim to foster through mathematics and its relationship to other disciplines. These values are a crucial component of the classroom affective environment. For example, technology usage and computer assisted instruction helps the students to clarify their various concepts—functions, solution of algebraic and linear equations etc. As a result those students become more economically oriented and globally conscious. Information and Communication Technology is the novel concept that is being introduced in educational context in all developed countries. In Pakistan, no significant importance has been given to ICT to equalize the standard of Mathematics education with the existing world. This study was conducted to explore utilization of information and communication technology in A-level mathematics.
The sample comprised of 20 A-Level Mathematics teachers and 100 A-Level Mathematics students in private sectors in Lahore city. Two questionnaires one for teachers and other for students were designed to get the views of teachers and students. The instrument was validated by the relevant experts. Questionnaires were administered personally.
Major conclusions are--most teachers utilize ICT in A-Level Mathematics but insufficient according to the needs of the institute, ICT is more useful teaching aid as compared to other teaching aids in the classroom, There is shortage of ICT trained persons in the institutions and ICT not only saves time and reduce workload but also create interest among students and teachers.
|Keywords:||ICT, Mathematics Values, Usage of ICT in Classroom, ICT and Student|
Senior Subject Specialist (Science), Punjab Education Assessment System (PEAS), school education department, Govt. of the Punjab, Punjab Education Assessment System (PEAS), Lahore, Punjab, Pakistan
PhD Research Scholar, Applied Mathematics, NCBA, Lahore, Punjab, Pakistan
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