Research Article
Duong Huu Tong, Hoang Thi Nguyen, Tien-Trung Nguyen, Trinh Tuyet Thi Le, Xuan Mai Vo, Le Viet Minh Triet, Tang Minh Dung
CONT ED TECHNOLOGY, Volume 18, Issue 1, Article No: ep629
ABSTRACT
While information and communications technology (ICT) plays an increasingly pivotal role in transforming mathematics teaching and learning, the influence of teachers’ beliefs often acts as either a bridge or a barrier between technological possibilities and actual classroom practices. This study was conducted to determine the factors that influence teachers’ beliefs about incorporating ICT into mathematics teaching. Accordingly, a survey study with a quantitative analysis method using SPSS software was deployed through the use of questionnaires designed on the Likert scale (6 levels), with 422 secondary school teachers in 32 different provinces and cities in Vietnam participating in the feedback. The research findings indicate that self-efficacy beliefs and subjective norms from colleagues and students have a significant influence on secondary school teachers’ beliefs about integrating ICT into mathematics teaching. In contrast, beliefs about ICT support and subjective norms from superiors have a minimal influence on these beliefs. Based on the achieved results and existing limitations, the study proposes directions for teacher training and educational management, as well as new research directions for the future.
Keywords: teachers’ beliefs, ICT, factors, mathematics teachers, mathematics teaching
Research Article
Dirgha Raj Joshi, Krishna Prasad Adhikari, Jeevan Khanal, Shashidhar Belbase
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep454
ABSTRACT
The purpose of this study was to measure the effect of classroom practices of using communication tools, collaboration skills, digital skills, and software skills of teachers on the communication behaviors of students during mathematics instruction. A cross-sectional online survey was conducted among 466 mathematics teachers in Nepal. The primary statistical techniques applied in the data analysis were mean, standard deviation, one-sample t-test, and structural equation modeling (SEM). The results showed that the level of skill transformations of mathematics teachers in digital skills was found to be significantly low. Moreover, practices of using communication tools, collaborative skills of teachers, digital skills enhancement of teachers, and software skills enhancement of teachers were found to be significant predictors of the communication behavior of students. The results of this study suggested that teachers’ technological empowerment is essential for developing digitally competent teachers who can transform the traditional mathematics classrooms into an online mode that is more constructive, collaborative, engaging, and supportive to the learners in a flexible and joyful learning environment. The study contributes to providing the knowledge of digital instructional skills of mathematics teachers to the communication behavior of the students. Moreover, the study gives an insight into using multi-group SEM in studying teachers’ technological skills on students’ learning of soft skills, such as communication behavior.
Keywords: collaboration, communication, communicative behavior, digital tools, mathematics teaching, transformation