2,718
Views
1
CrossRef citations to date
0
Altmetric
INFORMATION & COMMUNICATIONS TECHNOLOGY IN EDUCATION

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

ORCID Icon, , & | (Reviewing editor)
Article: 2002131 | Received 16 Jun 2021, Accepted 08 Sep 2021, Published online: 26 Nov 2021

References

  • Agyei, & Voogt. 2010. ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana. Retrieved January 15, 2016, from http://doc.utwente.nl/72682/4/Voogd10ict.pdf
  • Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies. The Case of Syrian EFL Teachers. Computer & Education, 47, 373–18.
  • Choy, M., Ng, Y. L., & Wang, S. ( Reviewing Editor). (2015). Mapping teachers’ perceptions on technology use using the iTEaCH implementation model: A case study of a Singapore school. Cogent Education, 2:(1), 1035527. https://doi.org/https://doi.org/10.1080/2331186X.2015.1035527
  • Devi, S., Rizwaan, M., & Chander, S. (2012). ICT for quality of education in India. International Journal of Physical and Social Sciences, 2(6).
  • Fathurrohman. (2014). Design and development method. Untirta Press.
  • Fathurrohman, M., Porter, A., & Worthy, A. (2014). Comparison of performance due to guided hyperlearning, unguided hyperlearning, and conventional learning in mathematics: An empirical study. International Journal of Mathematical Education in Science and Technology, 45(5), 682–692. https://doi.org/https://doi.org/10.1080/0020739X.2013.868541
  • Guillén-Gámez, F. D., Lugones, A., Mayorga-Fernández, M. J., Wang, S., Lugones, A., José Mayorga-Fernández, M., & Wang, S. ( Reviewing editor). (2019). ICT use by pre-service foreign languages teachers according to gender, age and motivation. Cogent Education, 6(1), 1574693. https://doi.org/https://doi.org/10.1080/2331186X.2019.1574693
  • Holmberg. (2014). Studying the process of educational design – Revisiting school and making a case for eflective design-based research on teachers’Conventions with situation. Stockholm University.
  • Kumar, N., Rose, R. C., D’Silva, J. L. (2008). Teachers’ readiness to use technology in the classroom: An empirical study. European Journal of Scientific Research, 21(4).
  • Mailizar, M., & Fan, L. (2020). Indonesian teachers’ knowledge of ICT and the use of ICT in secondary mathematics teaching. EURASIA Journal of Mathematics, Science and Technology Education, 16(1).
  • Park, S., & Weng, W. (2020). The relationship between ICT-Related factors and student academic achievement and the moderating effect of country economic index across 39 countries: Using multilevel structural equation modelling. Educational Technology & Society, 23(3).
  • Ross, S. W., Morrison, G. R., Hannafin, R. D., Young, M., Akker, J., Kuiper, W., Richey, R. C., & Klein, J. D. (2008). Research designs. In J. M. Spector, M. D. Merrill, J. V. Merrienboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology. Routledge.
  • Seifu, K., & Wang, S. ( Reviewing editor). (2020). Determinants of information and communication technology integration in teaching-learning process at Aksum University. Cogent Education, 7(1). https://doi.org/https://doi.org/10.1080/2331186X.2020.1824577
  • UNESCO. 2011. UNESCO ICT competencies framework for teachers. Retrieved September 10, 2015, from http://bit.ly/1ck3spw