Empowering mathematics teachers’ ICT readiness with android applications for Bring Your Own Devices (BYOD) practice in education

Figures & data

Figure 1. Concept of scientific design and development

Figure 2. Beta version of android application to deal with learning resources

Figure 3. Beta version of android application to deal with learning designs

Table 1. Criteria mathematics teachers in using ICT for learning

Percentage	Criteria
80% < P ≤ 100%	Strongly Ready
60% < P ≤ 80%	Ready
40% < P ≤ 60%	Quite Ready
0% ≤ P ≤ 40%	Not ready

Table 2. Understanding ICT in education aspect

No	Indicators	Percentage	Criteria
1.	Teachers have knowledge of policies on the use of ICT	48.6%	Quite Ready
2.	Teachers were able to implement this policy in the classroom	41.4%	Quite Ready
Average		45%	Quite Ready

Table 3. The curriculum and assessment aspect

Indicator	Percentage	Criteria
Teachers can use technology to prepare a lesson plan design or mathematics	59.82%	Quite Ready
Average	59.82%	Quite Ready

Table 4. Tabulation between total ICT training and intensity use of computers

Number of ICT training	The intensity uses of the computer for preparing mathematics teaching and learning
	Never		1–2 times per month		3–5 times per month		6–10 times per month		More than 10 times per month		Total
	F	%	f	%	f	%	f	%	f	%	f	%
Never	15	2.85	43	8.17	26	4.94	12	2.28	10	1.90	106	20.15
1–2 times	21	3.99	65	12.36	67	12.74	26	4.94	38	7.22	217	41.25
3–5 times	7	1.33	34	6.46	44	8.37	19	3.61	23	4.37	127	24.14
More than 5 times	3	0.57	21	3.99	20	3.80	8	1.52	24	4.56	76	14.45
Total	46	8.75	163	30.99	157	29.85	65	12.36	95	18.06	526	100

Table 5. Pedagogical aspects

Indicator	Percentage	Category
Teachers use the computer lab for learning mathematics	25.1 % (139 teachers)	Not ready
Teachers apply mathematics contents with computer or internet to students	65.7 % (363 teachers)	Ready
Teachers use technology as a source of additional learning	56.6 % (313 teachers)	Quite Ready

Table 6. Aspects of ICT

Indicator	Percentage	Category
Teachers use a notebook and a projector for learning mathematics	41,15%	Quite Ready
Teachers use a smartphone to access the Internet at school and at home	72,95%	Ready
Teachers use of educational software for learning mathematics	84,66%	Very Ready
Teachers use android tablet or iPad for learning mathematics	49,83%	Quite Ready
Average	63,40%	Ready

Table 7. Cross tabulation between number of ICT training and the intensity of using notebook and projector for teaching mathematics

Number of ICT training	Teachers use of notebook and projector to learning mathematics
	Never		1–2 times per month		3–5 times per month		6–10 times per month		More than 10 times per month		Total
	f	%	F	%	f	%	f	%	f	%	F	%
Never yet	61	11.36	40	7.45	6	1.12	0	0.00	3	0.56	110	20.48
1–2 times	76	14.15	89	16.57	44	8.19	8	1.49	6	1.12	223	41.53
3–5 times	28	5.21	55	10.24	28	5.21	7	1.30	7	1.30	125	23.28
More than 5 times	20	3.72	27	5.03	14	2.61	6	1.12	12	2.23	79	14.71
Total	185	34.45	211	39.29	92	17.13	21	3.91	28	5.21	537	100

Table 8. Organizational and administrative aspect

Indicator	Category	Percentage
Teachers communicate via email or social media with students/other teachers	Quite ready	56.10%
Teachers use a resource or learning material math-based computer or internet experience in supporting the learning of mathematics	Ready	76.41%
Teachers provide support to fellow teachers for the creation of community-based ICT in schools	Quite ready	49.73%

Table 9. Cross tabulation between number of ICT training and intensity of teachers communicate Via E-mail or social media

Number of ICT training	The intensity of the teachers communicate via e-mail or social media with students/other teachers
	Never		1–2 times per month		3–5 times per month		6–10 times per month		More than 10 times per month		Total
	f	%	F	%	f	%	f	%	f	%	F	%
Never yet	29	5.42	42	7.85	21	3.93	11	2.06	8	1.50	111	20.75
1–2 times	36	6.73	77	14.39	52	9.72	23	4.30	34	6.36	222	41.50
3–5 times	9	1.68	39	7.29	30	5.61	13	2.43	33	6.17	124	23.18
More than 5 times	10	1.87	27	5.05	14	2.62	7	1.31	20	3.74	78	14.58
Total	84	15.7	185	34.58	54	10.09	54	10.09	95	17.76	535	100

Table 10. Teachers professional learning aspect

Indicator	Percentage	Category
Teachers use the Internet for learning mathematics	43.80%	Quite Ready
Teachers access the school website or blog address as a source of information and use personal websites or blogs to the learning experience	43.69%	Quite Ready
Teachers use the internet access available at home for preparing mathematics learning	60.27%	Quite Ready
Teachers create or develop resources or learning material math-based computer or internet	53.55%	Quite Ready
Teachers actively participated in activities of community learning	68.24%	Ready

Table 11. User response based on age group

No	Age Group	Respondents	Percentage
1	Young Adult (18–25)	7	83,12%
2	Adulthood (25–40)	24	82,92%
3	Middle Age (40–60)	15	87,66%

Figure A1. How to use guidelinks

Figure A2. How to use LDSoft