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ICT driven pedagogies and its impact on learning outcomes in high school mathematics.
- Source :
- International Journal of Pedagogies & Learning; Oct2012, Vol. 7 Issue 1, p73-83, 11p, 1 Diagram, 3 Charts
- Publication Year :
- 2012
-
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. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 18334105
- Volume :
- 7
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- International Journal of Pedagogies & Learning
- Publication Type :
- Academic Journal
- Accession number :
- 85204983
- Full Text :
- https://doi.org/10.5172/ijpl.2012.7.1.73