Mirror-mirror on the wall, which teachers use educational technology in mathematics classroom-Malaysians or South Koreans?

Abstract

Developing information, media and technological fluency, and optimising ICT as a source of information are among the components in the 21st-century pedagogy in the mathematics classroom. Malaysia and South Korea emphasise the use of technology in mathematics classes, as stated in their mathematics curriculum. In this regard, this study identifies how teachers integrate ICT and educational technology in mathematics classes in both countries. A questionnaire containing three sections was developed. The first part contains the demographic information of the mathematics teachers, the second part consists of items under the construct of enabling technology with the field-crossing approach as a collaborative medium and a digital tool, and the third part consists of items under the construct of information, media and technological fluency. A total of 71 Malaysian mathematics teachers and 51 South Korean mathematics teachers were involved in the survey. A semi-structured interview was conducted with three mathematics teachers from both countries to collect in-depth information on the use of ICT and educational technology in mathematics classes. The findings show that the use of educational technology in mathematics classes in Malaysia is still low. Mathematics teachers in Malaysia are also behind in applying social media for educational purposes. However, mathematics teachers in Malaysia use ICT resources such as Wikipedia and YouTube to obtain additional information to be used in mathematics classes. While in South Korea, although mathematical education technology has been introduced since the sixth curriculum and classes have been equipped with technological equipment, most teachers do not use it in mathematics classes. However, the Trends in International Mathematics and Science Study (TIMSS) shows that the level of use of educational technology by mathematics teachers in South Korea is still high compared to mathematics teachers in Malaysia.