CHAPTER 5: DATA PRESENTATION
5.6 Integration of technology-based tools
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motivate people, using technology to enrich learning to tailor-make even the assessment tasks for both high achievers and those who are academically challenged. Keppell, Hard, and Suddaby (2015) define technology enhanced learning environments as having four resources, using technology to implement learning and instructional strategies and using technology to assess and evaluate learning goals.
Meldrum (2018) believe that computer-based assessment has many advantages including improved learner motivation. Teachers in the participating school can set individualised tasks according to their abilities. Normally learners are given these tasks in different categories without revealing that the assessment tasks are different. Such informal tasks help the teacher check how much of the concept was understood by the learners. These tasks are saved in the folder and learners are given a chance to answer questions on their own.
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Lilac: “...whenever I find something interesting on the internet I upload...
collaborating with other colleagues…I always have something exciting for the learners…I go an extra mile to make the subject easy and more interesting to learn…”
The researcher noticed that technology tools are integrated into almost all mathematics lessons in various ways. These include preparing meaningful lessons, preparing and administering assessment tasks, showing images or pictures, showing video clips to illustrate a point or a concept, projecting NumberSense books, PowerPoint presentations, mathematical games and many more things. The researcher observed that all participants easily integrate these technology-based tools due to continuous training with which they are provided. It was noted that learners partner with their teachers to successfully integrate the tools into their lessons and they enjoy doing so.
In her study, Polly (2011) felt that technology makes teaching easier and more flexible as it has power to display a variety of things. She further points out that the power of technology enables teachers to model and demonstrate different concepts helping learners to understand mathematics. The internet has very rich mathematical tasks and activities which can be used to enhance teaching and learning and all teachers need to have is the skill to choose the ones that are appropriate. Fu (2013) believes that the use of technology not only changes the traditional ways of teaching but requires teachers to be more creative in adapting and customizing their teaching materials and strategies. In his study he pointed out that learning and teaching these days no longer depends on printed materials exclusively but multiple resources like video clips, audio sounds and visual presentation can be extracted and displayed from different technology tools. In the participating school it is evident that technology tools are being integrated in various ways in different classrooms depending on the competence of individual teachers.
During the observation period one of the participants indicated that these tools also help the teachers to do preparations for their class work. Preparedness is one of the significant characteristics of an effective teacher in mathematics classrooms. To avoid presenting a haphazard lesson, teachers are encouraged to take time in preparing lessons that will cater for diverse needs of students in their classrooms. A prepared teacher has a way of introducing a lesson readily available, for example, an appropriate mental mathematics song to teach multiplication tables for that particular week. The participants use different
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programs in their lesson preparation to assist the learner to understand mathematical concepts. When the teacher prepares valuable activities for learners in advance, he/she becomes confident as it is work that is researched and may be presented to learners in several ways. Teaching becomes interesting and meaningful which is evident in the interview transcripts that follow:
Aster: “…I normally prepare my lesson plans on the laptop and a variety of activities for the whole topic well in advance...all the work is saved (on the desktop) and all I do is to upload when I need it...it makes my life easier…”
Iris: “…technology has assisted me to always be ahead in terms of preparation…if a teacher is absent work is already there way in advance...”
One participant pointed out that assistive technology features found in most technology tools like calculators help learners in solving higher order skills and in dealing with problem- solving. Other assistive built-in features like the mathematics dictionary are useful to learners when working with new vocabulary or those who find the subject challenging. In the Grade 5 class, the learners who struggle with multiplication could use the iPad calculator to work out answers for long division. The participant assists such learners to concentrate more on understanding the division concept rather than being frustrated by multiplication.
Polly (2014) in her article agrees that students at different levels can use technology tools to support and extend mathematical reasoning and enhance computational fluency.
Technology gives individualised support to learners thereby allowing each child to learn with ease.
Even though these tools are a breakthrough in the teaching and learning environment, in one of the questionnaires, participants indicated that fear of integrating and exploring further with technology tools was a huge setback. Most researchers found that teachers tended to use technology for more teacher-centred activities, like lesson preparation and communication. Some teachers alluded to the fact that once one overcomes fear of technology, its use becomes a pleasure and gives much more than textbooks or any other traditional method would give. All participants pointed out the importance of willingness to learn new things that come with technology as it changes all the time.
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