Evaluation of Digital Technology Management in Mathematics Learning
The rapid advancement of digital technology necessitates that teachers enhance their competencies in the teaching and learning process of mathematics. This study aims to evaluate the demographic factors affecting teachers' use of digital technology and their digital skills, explore the frequen...
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| Format: | Article |
| Language: | English |
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OsloMet — Oslo Metropolitan University
2024-09-01
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| Series: | Nordic Journal of Comparative and International Education |
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| Online Access: | https://journals.oslomet.no/index.php/nordiccie/article/view/5926 |
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| _version_ | 1850261814242181120 |
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| author | Muh. Fitrah Caly Setiawan Widihastuti Yudince Marinding Herianto |
| author_facet | Muh. Fitrah Caly Setiawan Widihastuti Yudince Marinding Herianto |
| author_sort | Muh. Fitrah |
| collection | DOAJ |
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The rapid advancement of digital technology necessitates that teachers enhance their competencies in the teaching and learning process of mathematics. This study aims to evaluate the demographic factors affecting teachers' use of digital technology and their digital skills, explore the frequency of online learning platform usage in relation to teachers' digital skills, and identify challenges while providing recommendations for integrating technology into mathematics instruction through a Sequential Explanatory Design mixed-methods approach. The quantitative sample consisted of 104 mathematics teachers, with 14 teachers selected as respondents for the qualitative phase. Data collection instruments included questionnaires, structured interviews, and non-participant observations, with quantitative data analyzed using Jamovi 2.4.8.0 software, and qualitative data manually coded and thematically analyzed using an inductive-deductive approach. The findings indicate that employment status, teaching experience, and school level significantly influence the use of digital technology in teaching mathematics. Teachers who are government employees under contract, have over 10 years of teaching experience, and teach at the middle or high school level tend to integrate technology more effectively. Consequently, government policies and educational programs for technology development should prioritize teachers irrespective of their employment status, offering continuous training (both online and offline) focused on mathematics.
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| format | Article |
| id | doaj-art-c90b1409c7054c8fa207cdc715559633 |
| institution | OA Journals |
| issn | 2535-4051 |
| language | English |
| publishDate | 2024-09-01 |
| publisher | OsloMet — Oslo Metropolitan University |
| record_format | Article |
| series | Nordic Journal of Comparative and International Education |
| spelling | doaj-art-c90b1409c7054c8fa207cdc7155596332025-08-20T01:55:19ZengOsloMet — Oslo Metropolitan UniversityNordic Journal of Comparative and International Education2535-40512024-09-018310.7577/njcie.5926Evaluation of Digital Technology Management in Mathematics LearningMuh. Fitrah0Caly Setiawan1Widihastuti2Yudince Marinding3Herianto4Universitas Negeri Yogyakarta, IndonesiaUniversitas Negeri Yogyakarta, IndonesiaUniversitas Negeri Yogyakarta, IndonesiaUniversitas Negeri Yogyakarta, IndonesiaUniversitas Negeri Yogyakarta, Indonesia The rapid advancement of digital technology necessitates that teachers enhance their competencies in the teaching and learning process of mathematics. This study aims to evaluate the demographic factors affecting teachers' use of digital technology and their digital skills, explore the frequency of online learning platform usage in relation to teachers' digital skills, and identify challenges while providing recommendations for integrating technology into mathematics instruction through a Sequential Explanatory Design mixed-methods approach. The quantitative sample consisted of 104 mathematics teachers, with 14 teachers selected as respondents for the qualitative phase. Data collection instruments included questionnaires, structured interviews, and non-participant observations, with quantitative data analyzed using Jamovi 2.4.8.0 software, and qualitative data manually coded and thematically analyzed using an inductive-deductive approach. The findings indicate that employment status, teaching experience, and school level significantly influence the use of digital technology in teaching mathematics. Teachers who are government employees under contract, have over 10 years of teaching experience, and teach at the middle or high school level tend to integrate technology more effectively. Consequently, government policies and educational programs for technology development should prioritize teachers irrespective of their employment status, offering continuous training (both online and offline) focused on mathematics. https://journals.oslomet.no/index.php/nordiccie/article/view/5926sequential explanatory designdigital technology integrationmathematics educationteacher competenciesdigital skills in teaching |
| spellingShingle | Muh. Fitrah Caly Setiawan Widihastuti Yudince Marinding Herianto Evaluation of Digital Technology Management in Mathematics Learning Nordic Journal of Comparative and International Education sequential explanatory design digital technology integration mathematics education teacher competencies digital skills in teaching |
| title | Evaluation of Digital Technology Management in Mathematics Learning |
| title_full | Evaluation of Digital Technology Management in Mathematics Learning |
| title_fullStr | Evaluation of Digital Technology Management in Mathematics Learning |
| title_full_unstemmed | Evaluation of Digital Technology Management in Mathematics Learning |
| title_short | Evaluation of Digital Technology Management in Mathematics Learning |
| title_sort | evaluation of digital technology management in mathematics learning |
| topic | sequential explanatory design digital technology integration mathematics education teacher competencies digital skills in teaching |
| url | https://journals.oslomet.no/index.php/nordiccie/article/view/5926 |
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