Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697174
Title: Information technology as a tool for teaching primary mathematics
Author: Safa, Nehme
Awarding Body: University of Leicester
Current Institution: University of Leicester
Date of Award: 2002
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Abstract:
In this paper, the researcher describes the attitudes and opinions of a sample of primary Math teachers in Lebanon towards using technology as a tool for teaching math, investigates the importance of integrating technology into Math curriculum in terms of learning theories, and presents an exemplary integrated math lesson plan prepared by the surveyed math teachers. In particular, he discusses the learning theories underpinning integration strategies; explaining how each strategy addresses classroom needs, and how each suggests a way to integrate technology resources. 35 primary math teachers are selected on a random basis from a cluster population. The teachers are selected in a way that represents different primary grades (G1, G2, G3, G4, G5, G6, G7), different school systems, different socioeconomic areas, and geographic locations. The researcher prepares and justifies the use of a survey as an appropriate method for studying the above educational issue. Three methods of collecting data were used: documentary sources, observation, interviewing and mail questionnaires. On analzying the results, two findings emerged. First, the main use of the educational technological tools is to enhance higher order thinking skills. Upper and middle teachers rate the use of the educational technological tools to enhance higher order thinking skills higher than do the lower grade teachers. Second the use of the educational technological tools to enhance basic skills was less frequent. Lower grade teachers report using the educational technological tools for this purpose significantly more than do teachers in the middle and upper grades. The researcher refers the main use of the educational technological tools to foster higher order thinking skills to a growth in various social psychosocial and cognitive skills. The factors that contribute to these outcomes are identified: the software's instructional design and cooperation and collaboration among students. Finally, implications and recommendations for education are presented along with suggestions for further research.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.697174  DOI: Not available
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