Các yếu tố ảnh hưởng đến mức độ sử dụng công nghệ thông tin của giáo viên trong dạy học thống kê và xác suất ở trường trung học phổ thông: Nghiên cứu trường hợp tại các tỉnh miền Bắc Việt Nam
Tóm tắt
Using information technology in teaching Mathematics in general, and teaching statistics and probability in particular is becoming increasingly popular. However, there is a lack of research on the level and factors affecting teachers' use of information technology in teaching. The article presents research results on influencing factors and impact levels on the use of information technology in the process of teaching statistics and probability of high school teachers in the Northern provinces of Vietnam. The study used exploratory factor analysis (EFA) method, the survey subjects were 125 high school mathematics teachers in the Northern provinces of Vietnam. The research results have identified two factors that affect the use of information technology in the process of teaching probability statistics with decreasing levels: information technology skills and teacher motivation.
Tài liệu tham khảo
Al-Zaidiyeen, N. J., Mei, L. L., & Fook, F. S. (2010). Teachers' Attitudes and Levels of Technology Use in Classrooms: The Case of Jordan Schools. International Education Studies, 3(2), 211-218.
Ben-Zvi, D. (2000). Toward Understanding the Role of Technological Tools in Statistical Learning. Mathematical Thinking and Learning, 2, 127-155. https://doi.org/10.1207/S15327833MTL02026
Bộ GD-ĐT (2018). Chương trình giáo dục phổ thông môn Toán (ban hành kèm theo Thông tư số 32/2018/TT-BGDĐT ngày 26/12/2018 của Bộ trưởng Bộ GD-ĐT).
Bùi Minh Đức (2018). Dạy học hình học không gian ở trường trung học phổ thông với sự hỗ trợ của công nghệ thông tin. Luận án tiến sĩ Khoa học giáo dục, Trường Đại học Sư phạm Hà Nội.
Chance, B., Ben-Zvi, D., Garfield, J., & Medina, E. (2007). The Role of Technology in Improving Student Learning of Statistics. Technology Innovations in Statistics Education, 1(1). https://doi.org/10.5070/T511000026
Department of Education and Training, W. A. (2006). Evaluation of the Information and Communication Technology (ICT) Knowledge and Skills Levels of Western Australian Government School Teachers. International Conference Holiday Inn Esplanade, Darwin, Australia.
Gerbing, D. W., & Anderson, J. C. (1988). An updated paradigm for scale development incorporating unidimensionality and its assessment. Journal of Marketing Research, 25(2), 186-192.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate Data Analysis. Pearson Education.
Herath, H., & Hewagamage, C. (2015). Analysis of ICT usage for the teaching and learning process by the academics. International Journal of Computer Information Technology, 4(05), 803-808.
Isleem, M. I. (2003). Relationships of selected factors and the level of computer use for instructional purposes by technology education teachers in Ohio public schools: a statewide survey. The Ohio State University.
Konold, C., & Miller, C. D. (2005). TinkerPlots: Dynamic data exploration. Key Curriculum Press.
Peeraer, J., & Petegem, P. V. (2010). Factors Influencing Integration of ICT in Higher Education in Vietnam. Global Learn Asia Pacific, Penang (Malaysia).
Peterson, R. A. (1994). A meta-analysis of Cronbach's coefficient alpha. Journal of Consumer Research, 21(2), 381-391.
Tishkovskaya, S., & Lancaster, G. A. (2012). Statistical education in the 21st century: A review of challenges, teaching innovations and strategies for reform. Journal of Statistics Education, 20(2). https://doi.org/10.1080/ 10691898.2012.11889641
Watson, J., & Donne, J. (2009). TinkerPlots as a research tool to explore student understanding. Technology Innovations in Statistics Education, 3(1). https://doi.org/https://doi.org/10.5070/T531000034
Tải xuống
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Tác phẩm này được cấp phép theo Ghi nhận tác giả của Creative Commons Giấy phép quốc tế 4.0 .
