Bincangkan ICT sebagai alat untuk membantu pengajaran pembelajaran matematik sekolah rendah.

Sejak dua abad yang lalu, Sistem pendidikan di Malaysia mengalami pelbagai perubahan yang amat pesatsekali. Pelbagai kaedah baru telah diperkenalkan serta digunakan supaya pengajaran seseorangpendidik menjadi lebih berkesan dan pembelajaran murid menjadi lebih mudah dan menyeronokkan.Sejak beberapa tahun yang lalu kaedah pengajaran dan pembelajaran berbantukan komputer telahmula diperkenalkan dan kini dengan era teknologi maklumat dan komunikasi (ICT) yang semakinpesat, ianya semakin mendapat perhatian dalam proses pengajaran dan pembelajaran di sekolah.Untuk itu beberapa perubahan kurikulum telah dibuat oleh pihak Kementerian Pelajaran Malaysia(KPM). Matapelajaran Teknologi Maklumat (IT) mula di perkenalkan oleh KPM sebagai matapelajaran pilihan di sekolah menengah bermula pada penghujung tahun 1998. (Pusat PerkembanganKurikulum (PPK), 2000). Ini adalah permulaan yang menunjukkan kesungguhan KPM menerapkanpenggunaan ICT dalam pendidikan. Kesinambungan daripada memperkenalkan matapelajaranTeknologi Maklumat, kementerian telah melaksanakan lagi beberapa program yang berkaitan denganICT seperti program pengenalan kepada computer pada tahun 1986, projek literasi komputer 1992,projek pelajaran berbantukan komputer (PBK) pada tahun 1994 dan projek jaringan pendidikan padatahun 1995 telah diperkenalkan di sekolah menengah dan juga di sekolah rendah, ini adalah untukmemperluaskan penggunaan ICT dalam pendidikan. Selaras dengan programprogram ICT yangdilancarkan, kerajaan telah memperkenalkan sekolah bestari pada tahun 1999 yang berpandukanpenggunaan ICT dalam semua urusan pentadbiran dan pengajaran dan pembelajaran. Segalakemudahan dan kelengkapan ICT diberikan dengan secukupnya. Menyedari kepentingan dankeberkesanan penggunaan ICT dalam pendidikan, kerajaan telah menambahkan pelbagai projek danperancangan berkaitan dengan ICT yang bermula di sekolah kebangsaan lagi. Kementerian PelajaranMalaysia (KPM) telah memperkenalkan pelbagai dasar ataupun langkahlangkah untuk memajukanbidang pendidikan termasuklah melancarkan Pelan Induk Pembangunan Pendidikan (PIPP) 2006-2010. Salah satu daripada teras PIPP ialah memperkasakan sekolah kebangsaan. Untukmemperkasakan sekolah kebangsaan ini, program pembestarian sekolah dan pengintegrasikan ICTdalam pengajaran dan pembelajaran (P&P) telah diwujudkan. Program pembestarian sekolahmelibatkan penggunaan ICT secara sepenuhnya dalam pengajaran dan pembelajaran di sekolah.Untuk melaksanakan program-program tersebut, KPM telah menyediakan infrastruktur sepertimakmal/bilik komputer, perkakasan seperti komputer, computer riba, projektor LCD dan pelayanbagi pengajaran dan pembelajaran serta melatih guru berkaitan ICT.Oleh itu para pendidik digesa supaya melengkapkan diri dengan pelbagai pengetahuan danteknik atau kemahiran yang berteraskan teknologi maklumat bagi menghadapi dunia perguruan yangserba mencabar ini. Sehubungan dengan itu, para pendidik perlu bersedia dengan pengetahuan dankemahiran yang mencukupi dalam penggunaan ICT. Ini kerana, tidak mustahil jika suatu hari nanti

pelajar-pelajar pergi ke sekolah bukan membawa buku tetapi membawa komputer riba sebagaipenganti buku. Perkara ini sudah berlaku di negara-negara maju.

Mathematics and technology are naturallay associated, but have not alwaus been effectively integrated into the classroom. Students may have been allowed to plau computer games that incorporate mathematics drills, but then would be forbidden to ‘cheat’ on activities or tests by using calculators. Now educators understand that technology, such as computers and calculators, can improve students’ education ( Dean and Florain, 2001). Rather than using computers as drill-practice machines, teachers now encourage students to use spreadsheets, online applets, and more to explore, apply and display mathematical learning. Students can receive online mathematics learning. Students can receive online mathematical learning. Students can receive online mathematics tutoring and homework help from a number of websites. Computers and calculators have become tools that students utilize in order to research, gather data, organize their notes on mathematical concepts, and analyze real-world problems and situations.Using technology can provide students with opportunities to develop and use their mathematical higher-level thinking skills to solve problems that are relevant to their daily lives.

Ittigson & Zewe (2003) cited that technology is essential in teaching and learning mathematics. ICTimproves the way mathematics should be taught and enhances student understanding of basicconcepts. Many researchers have carried out studies to evaluate the benefits of using ICT inmathematics. Becta (2003) summarised the key benefits – ICT promotes greater collaborationamong students and encourages communication and the sharing of knowledge. ICT gives rapid andaccurate feedbacks to students and this contributes towards positive motivation. It also allows themto focus on strategies and interpretations of answers rather than spend time on tediouscomputational calculations. ICT also supports constructivist pedagogy, wherein students usetechnology to explore and reach an understanding of mathematical concepts. This approachpromotes higher order thinking and better problem solving strategies which are in line with therecommendations forwarded by the National Council of Teachers of Mathematics (NCTM);students would then use technology to concentrate on problem-solving processes rather than oncalculations related to the problems (Ittigson & Zewe, 2003).MOJIT A Study on the Use of ICT in Mathematics Teaching44For a successful integration of ICT into the mathematics curriculum, it is essential to have

knowledge of the existing software that is used by mathematics teachers. A survey carried out byForgasz & Prince (2002) found that 61% of the respondents (teachers) used spreadsheets, 45% usedword processing and 30% used Internet browsers. In the same survey, it was found that 19% usedGeometer’s sketchpads, 19% used CD-ROMs that accompanied mathematics textbooks, 18% usedGraphmatica, 14% used Maths Blaster and 8% used other mathematics-specific software. Knowledgeof the use of software on the part of the teachers is not the only criterion for integrating ICT intomathematics lessons; a sound pedagogical knowledge on how to integrate it is another criticalsuccess factor. In a separate study, Jones (2004) found that seven barriers existed while integratingICT into lessons. These barriers were (i) lack of confidence among teachers during integration(21.2% responses), (ii) lack of access to resources (20.8%), (iii) lack of time for the integration(16.4%), (iv) lack of effective training (15.0%), (v) facing technical problems while the software is inuse (13.3%), (vi) lack of personal access during lesson preparation (4.9%) and (vii) the age of theteachers (1.8%).

to investigate teachers’ needs fortraining and support in relation to the effective use of ICT. The study focus on the Science andMathematics teachers who are currently teaching at 21 government secondary schools inKuching, Sarawak. 250 copies of questionnaires were randomly distributed to Science andMathematics teachers from 18 government schools located in Kuching, and 212 filledquestionnaires were returned. This gives a response rate of 85%.RESULTS AND DISCUSSIONICT usageThe overall picture which emerges is a positive one. Majority of the respondents consideredthemselves to be generally competent in the use of computer. As depicted in Table 1,respondents perceived themselves to be either good or excellent in the use of word processing(71%), presentation tools (50%), courseware (63%), internet browsing (47%), spreadsheets(39%) and statistical tools (23%).Table 1: Teachers’ Computer Competencies / SkillsNR – No Response

Respondents were also asked to indicate how ICT is being used in accomplishing theirprofessional tasks. As shown in table 2, ICT is frequently used, either on daily or weekly basisfor teaching and instruction (75%), classroom management activities (49%) and communication

(26%). However, use of ICT for teachers’ personal development is relatively lower (12%). Thus,mechanisms need to be put in place to ensure that teachers utilize ICT for further development,such as seeking peer-to-peer advice or participate in online professional development.Response (%) Excellent Good Fair Low Capability No Capability at all NRWord processing 14.2 57.1 22.6 4.7 0.9 0.5Presentation tools 9.0 41.5 36.3 9.4 3.3 0.5Internet browsing 10.4 36.3 35.4 13.7 2.8 1.4Courseware 9.9 52.8 27.4 8.0 0.5 1.4Spreadsheets 4.2 34.9 35.4 12.3 7.5 5.7Statistical tools 2.8 20.3 40.1 22.6 8.0 6.1Table 2: Use of ICT for Professional TasksNR – No Response

Further, respondents indicated that the ICT applications commonly used by them, at least someweeks were courseware (73%), presentation tools (43%), internet browsing (53%), spreadsheets(32%) and graphical visualizing tolls (24%). The frequency of use is however, relatively lowerin the daily or weekly use of online demos (7%), hypermedia/multimedia (22%) and simulationprogrammes (14%). The result suggests that teachers need training in a wider range of ICTapplications to make full use of technology in teaching. Programmes like simulation forexample, enable teachers to show experiments that would not otherwise be possible, and havegreat educational potential to enhance teaching (McFarlane and Sakellariou, 2002).Table 3: Use of ICT ApplicationsNR – No Response

Teachers’ perceptions on the use of ICT in classroomsRespondents’ attitudes towards the use of ICT were examined in the survey by series ofstatement reflecting positive and negative attitudes towards ICT to which respondents indicatedtheir agreement and disagreement. In general, the respondents broadly agreed that utilization ofICT makes them more effective in their teaching (75%), and more organized in their work(80%), rely less upon textbooks (37%), and better able to meet the varying needs of students(48%). While 39.2% of the respondents broadly agreed that with the uptake of ICT they needlonger blocks of time for instruction, 43.4% of them disagreed that they give up too muchinstructional responsibility with the use of technology. In general, respondents broadly agreedthat with the use of internet and technology, their lesson plans are richer (55%), and the way theyorganize classroom activities has changed (56%). A further positive sign is 85% of themindicated that they would like to integrate more ICT applications into their teaching.Table 4: Teachers’ perception on the effects of using ICT for professional tasksNR – No Response

Response (%) Daily Weekly Monthly Occasionally Never NRTeaching and instructional support 41.0 34.0 10.8 13.7 0.5 0.0Classroom management activities 18.9 29.7 26.9 21.7 2.8 0.0Communications 7.5 17.9 12.7 37.7 21.7 1.9Personal development 2.8 9.4 9.4 39.6 36.8 1.9Response (%) Daily Weekly Monthly 1 – 2 times a year Never NRTeaching Courseware 30.2 42.9 14.6 9.0 2.4 0.9Presentation tools 20.3 22.6 22.6 17.5 14.2 2.8Online demos 0.9 5.7 9.4 10.4 69.3 4.2Graphical visualizing tools 7.1 16.5 14.6 19.3 37.3 5.2Spreadsheets 8.0 23.6 30.7 17.0 13.2 7.5Internet browsing 17.0 35.8 26.4 12.3 7.5 0.9Hypermedia / Multimedia 7.1 14.6 23.1 19.8 29.7 5.7Simulation programmes 4.2 9.4 22.6 21.7 36.8 5.2Response (%) Strongly Agree Agree Neutral Disagree Strongly Disagree NR

Using ICT makes me more effective in teaching. 12.3 62.7 17.0 4.7 1.9 1.4ICT helps me to organize my work. 12.7 67.0 15.1 3.3 0.9 0.9Lesson plans are richer with information from internet. 5.7 49.5 33.5 8.5 0.0 2.8I have changed the way I organize classroom activities. 2.8 53.3 34.9 6.1 0.0 2.8I rely less upon textbooks. 3.3 34.0 35.4 22.6 1.9 2.8I am better able to meet the varying needs of students. 2.4 45.8 39.2 9.0 0.0 3.8I would like to integrate more ICT into my teaching. 17.0 67.5 10.8 3.8 0.0 0.9I need longer blocks of time for instruction. 5.7 33.5 33.5 22.2 1.4 3.8I give up too much instructional responsibility. 0.9 14.6 37.3 38.2 5.2 3.8

Overall, a high 87% of the respondents perceived ICT as important tool to accomplish theirprofessional tasks, and 69% of them felt that amongst the various stakeholders, teachers (asclassroom practitioners) should have a greater voice or say in how ICT is being used in schools.Table 5: Teachers’ perception on the importance of ICT to accomplish their jobVery Important Somewhat Important Neutral Somewhat Unimportant Unimportant at all NRResponse (%) 34.0 52.8 9.0 1.4 0.5 2.4Table 6: Teachers’ view - who should have a greater voice in how ICT is used in schools?Teachers Students Principals Parents District administrator NRResponse (%) 68.9 9.0 9.0 2.8 5.2 5.2

Another positive development is observed when 64.2% of the respondents stated themselves tobe either confident or very confident in engaging students with technology in class.Table 7: Level of confidence in engaging students with technology in classVery Confident Confident Neutral Not very confident Not confident at all NRResponse (%) 8.5 55.7 18.4 12.3 0.9 4.2

Obstacles faced and training needsRespondents were also asked to indicate their reasons for not using a broader range of ICT inclassrooms. 205 teachers responded to this question, many of them citing more than oneobstacle. The numbers of survey responses for each item are as follows:Table 8: Obstacles faced in the use of ICT in schoolsLack of technical support when things don’t work 122Lack of time in school day 118Limited knowledge on how to make full use of ICT 81Limited understanding on how to integrate ICT into teaching 69Lack of software or websites that support state standards 67

The results suggest that lack of technical support was perceived by most teachers as an ICTbarrier in schools. This is consistent with the findings of a study by Cox et al. (1999) whichreported lack of technical support as the school-level barrier in the uptake of ICT in teaching.According to Cuban (1999), the lack of available technical support is likely to lead to teachersavoiding ICT, for concern of a technical fault occurring cannot be rectified, and lessons beingunsuccessful. Mechanisms therefore, need to be put in place to ensure that teachers haveadequate access to technical support. It is suggested that a teacher with ICT competency beappointed as ICT coordinator in each school to provide technical and pedagogical support toteachers. This is crucial in order to support teachers to make full use of ICT in classroom, andnot losing time fixing configurations or other technical problems.As depicted in Table 8, lack of time was reported by the respondents as another strong ICTbarrier in schools. The result confirmed the findings of Fabry & Higgs (1997), and Preston et al.(2000) who found the lack of time to exploring ICT and preparing ICT resources for lessons as ateacher-level barrier in the uptake of ICT in schools. Teachers are sometimes unable to make fulluse of technology because they lack the time needed to prepare ICT resources for lessons. Timeis also needed for teachers to become better acquainted with hardware and software (Fabry and

Higgs, 1997)In addition, respondents considered themselves having limited knowledge to make full use ofICT, or to integrate ICT fully into teaching. As depicted in Table 9, respondents rated schoolbasedprofessional development (80%) and ICT seminars/conferences (64%) as importantchannels for improving their ICT skills. In response to this finding, it is suggested that schoolleaders initiate industry-teachers partnerships to deliver ICT training that is appropriate toteachers needs. Other than courses organized by the central agency, more effective ICT trainingcould be obtained locally through smart partnership with industry and institutions of higherlearning.Table 9: Teachers’ perception on the importance of the ICT training and support

Teachers who responded to this survey have also given some useful ideas on improving ICTusage in schools as listed in Table 10.Table 10: Comments from teachers on how to improve ICT usage in schools1 Classrooms well-equipped with ICT facilities like laptop, LCD, internet access and local area networks.2 Wireless Internet access at school so that teachers can find information besides books and courseware.3 Centralized database available to all. ICT network for teachers to share materials on the internet, and to postimportant announcement, events and results.4 Provide more teaching materials to teachers, e.g. cds, PowerPoint to replace textbook/ hand notes.5 Organize more courses and seminars to help to change the mindset of the teachers by exposing them to currentdevelopment in the ICT field.On top of the useful ideas given, most of the teachers responded to this survey have alsosuggested one way he/she thinks teacher can be more involved with ICT decisions within theirschool and district as recorded in Table 11.Table 11: Teachers’ ideas on how they can get more involved with ICT decisions1 Provide suggestion box and suggestions are to be read by principals during staff meetings and proper actionsto be taken.2 Questions and answers about ICT through e-mails; Discussion through school web site3 Organize staff development programs regularly, sharing skills and ideas among staffs.4 Conduct monthly meetings on discussions regarding ICT use (ATK ICT)5 Teachers cooperate among themselves within school and district and always discuss together.Teachers were also asked to indicate the areas where they would like to learn more about, manyof them citing more than one aspect. The numbers of responses for each item are as follows:Table 12: Areas where teachers would like to learn more about.Making charts and graph, enhancing documents with pictures. 121Getting lesson plans and activities form electronic/internet sources 113Making slide presentations to share information with students. 105Using internet to participate in discussions about teaching and learning. 105Creating a website to share classroom activities. 102Getting information and research about best practices for teaching. 100Using electronic encyclopedias and dictionaries. 99Sharing documents electronically with others. 93Response (%) VeryImportantSomewhatImportantNeutral SomewhatUnimportantUnimportantat allNRSchool-based professional development course 28.3 51.4 13.7 2.8 0.0 3.8ICT seminars/ conferences 25.0 38.7 25.5 5.2 0.0 5.7Release time for exploring 23.6 45.8 20.3 5.2 0.5 4.7School-based ICT support personnel 48.6 35.4 10.8 0.5 0.5 3.8

RECOMMENDATION

In response to the above findings and to promote the level of ICT usage at school, the researchershave put forward a proposal to develop a statewide website for all government school teachers inSarawak namely the e-Blackboard. The responses of the teachers to this suggestion weredocumented in Table 13. Overall, 75% of the respondents considered this suggestion as suitableto their need.Table 13: Teachers’ perception on the proposed statewide website, e-Blackboard for government school teachers inSarawakVery suitable Suitable Somewhat suitable Not suitable at all No comments