LIC. PEDRO MAYORGA GARCÍA RÚBRICA

ICT is regarded as an important tool in the 21st century as was the book on the 19th century; it is seen as an instrument, which enhances learning at home and school

(Livingstone, 2012). Incorporating ICT in instruction is one of the possible solutions, to meet the needs of all learners (Chambers et al., 2011; Deffenbaugh, 2010; Neill & Matthews, 2009; Nordness, Haverkost & Volberding, 2011). ICT, when used in the classroom, allows for the representation of domains, systems, models, data, and their derivatives, in ways not previously possible (Pellegrino & Quellmmalz, 2010). ICT can improve the quality of teaching, learning and management in schools (Department for Children, Schools, & Families, 2010) and make learning more convenient (Attewell, Savill-Smith, & Douch, 2009). The computer is one of the ICTs widely used in classroom settings to support mathematics learning for its ability to increase students’ interactions (Bennison & Goos, 2010). Teachers need to integrate computers into their teaching process since there are several advantages of using a computer such as increases students’ motivation, engagement, and interaction, supports different teaching styles and teachers in designing lessons, leading to improved outcomes for students.

2.3.3. Affordability/advantages of using a computer

A number of studies are now available to investigate the integration of ICT into mathematics instruction. In some of these studies, researchers have found that the use of computers can increase the students’ motivation (Perrotta, 2013; Wang et al., 2014; Wikan & Molster, 2011), engagement and interest (Erbas, Ince, & Kaya, 2015), resulting in improved knowledge in mathematics. A study conducted by Wang et al. (2014) found that when students are given a chance to use ICT to work on a particular task, they take ownership of the task and become more interested and motivated. This can happen when students are using the Internet, IWBs and software programs, which are becoming essential in creating motivation, interaction, and communication between teachers’ teaching and students’ learning (Jang, 2009). In this sense, mathematics teachers should use ICT during instruction to increase the students’ motivation and improve their mathematics knowledge.

Studies have shown that computers can direct students’ increased engagement in classroom activities (Lindahl & Folkesson, 2012). Wang et al. (2014) state that students become more engaged in learning tasks if they are asked to use computers. Moreover, computers may promote students’ compliance with the organised activities and could further stimulate them to concentrate on the task

(Lindahl & Folkesson, 2012). A study conducted by Jang and Tsai (2012) found that teachers who used various resources such as computers, provide immediate feedback to students’ learning and illustrate concepts and activities in a clear and visual approach, keeping students engaged on the tasks in most lessons. The computer is the only tool that can substitute a teacher by facilitating activities, otherwise only a teacher could perform to increase students’ engagement in mathematics tasks. Thus, it can be inferred that computers should be frequently used in college mathematics classroom by lecturers in order to keep students engaged on the mathematics tasks.

Mavrou, Lewis, and Douglas (2010) pointed out that using the computer when teaching increase interaction between teachers and students and among students. It also allows teachers to design appropriate technology skill activities for their students and improves interactivity and student participation in lessons (Lindahl & Folkesson, 2012). Mathematics college lecturers should use ICT in their instruction as it allows for collaboration among students and increase their interaction, which is paramount in TTC teaching approaches (i.e. learner-centered approach).

Computers support different teaching approaches due to their special functions in the teaching of mathematics (Bennison & Goos, 2010). A computer can serve as a facilitation technological tool in the classroom to promote teaching effectiveness and to assist teachers in the implementation of various pedagogical approaches (Pierce & Stacey, 2010), including traditional and learner-centered approach. Used as a comprehensive learner-centered approach, ICT can increase the students’ understanding of mathematics concepts (Roschelle, 2013). This is because students construct their own mathematics knowledge with the aid of the computers. For instance, when computers are used to design game based instructions, students construct their own knowledge from games.

The use of computers supports teachers in the process of designing lessons and developing teaching resources for designated learning contents (Hammond, 2014). For example, in teaching algorithms computers explain more comprehensively than teachers, due to their facility to capture and hold the students’ attention (Schmoker, 2011; Stoilescu, 2005). They therefore lead a deeper understanding of the abstract content by students (Ibid)and in the ability to improve accuracy, teaching pace, and

access to a variety of mathematics representations in the classroom (Pierce & Stacey, 2010; Almekhlafi & Almeqadi, 2010). Computers support teachers in establishing a creative learning environment and an inclusive classroom (Istenic Starcic, Cotic & Zajc, 2013). Furthermore, the lesson outcomes are more likely to be attained when teachers are able to integrate ICT into their existing instructional approaches. For this reason, the use of computers by lecturers in their teaching practices should be encouraged.

Becker in 2008 analysed the differences in computer usage in United States from the year 1998 to 2003. He found that computers are mostly used in Mathematics; though, Livingstone (2012) pointed out that it is not easy to accomplish computer usage in education. A study carried out by Sang et al. (2012) found no significant difference between the experimental group, which used computers and the control group, which did not use the computer. Therefore, the present study undertook to examine whether college lecturers’ perceptions may influence the use of computer- related activities in the mathematics classroom.