Year: 2012
Type: article
Study design: Clinical Trial
Abstract: ICT (information and communication technology) creates numerous opportunities for teachers to re-think their pedagogies. In subjects like mathematics which draws upon abstract concepts, ICT creates such an opportunity. Instead of a mimetic pedagogical approach, suitably designed activities with ICT can enable learners to engage more proactively with their learning. In this quasi-experimental designed study, ICT was used in teaching mathematics to a group of first year high school students (N = 25) in Australia. The control group was taught predominantly through traditional pedagogies (N = 22). Most of the variables that had previously impacted on the design of such studies were suitably controlled in this year-long investigation. Quantitative and qualitative results showed that students who were taught by ICT driven pedagogies benefitted from the experience. Pre- and post-test means showed that there was a difference between the treatment and control groups. Of greater significance was that the students (in the treatment group) believed that the technology enabled them to engage more with their learning.
Authors: Vinesh Chandra, Jo Briskey
Institution: Queensland University of Technology
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2093962138