New insights in tech-driven math education

The author is Teacher Erickson C. Mata

New insights and recommendations into teaching science and mathematics in technology-enhanced classrooms have recently been unveiled by researchers from the Department of Science and Technology–Science Education Institute (DOST-SEI). According to previous research, computers, tablets, mobile phones, and other information and communications technology (ICT) can be more seamlessly integrated into classrooms by building up three key elements: teaching attitudes, or “will”; teaching ability, or “skill”; and access to ICT, or simply called “tool”. This Will-Skill-Tool (WST) model of technology integration in the classroom has proven useful for understanding how technology can better be used to complement and improve traditional blackboard and pen-and-paper teaching methods. However, while studies on WST in general have yielded positive results and recommendations, little research has been done into how WST can be used specifically to improve the teaching of science and mathematics – and is now an urgent concern. While past studies on the WST model focused on general effects of will, skill, and tool on ICT integration into teaching of a single subject area or general teaching level, the DOST-SEI study provided differential analysis of these predictors between two subject teaching areas (i.e., science and mathematics), the authors stated. The researchers noted that “Will” is a more important factor for science teachers, whereas “Skill” is more important for mathematics teachers when it comes to integrating ICT into the classroom. They recommended that science teachers develop first positive attitude toward ICT as a foundation for their teaching skills, whereas mathematics teachers need more specific ICT skills training due to the technical nature of their work. They said that among science teachers, the importance of ICT integration in teaching should be highlighted first to increase their level of attitude toward ICT prior to skills development, while ICT knowledge and skills should be a primary focus in providing teacher training programs for mathematics teachers who may have technical requirement to facilitate integration of ICT in teaching the subject. The study is entitled “Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines” and was published on March 9, 2021, in the Journal of Computers in Education. It was written by Randolf S. Sasota, Ruby R. Cristobal, Imelda S. Sario, and Josette T. Biyo of the DOST-SEI; with Joselito C. Magadia of the School of Statistics, University of the Philippines – Diliman.