Teachers’ Real and Perceived of ICTs Supported-Situation for Mathematics Teaching and Learning

Maman Fathurrohman, Anne L Porter, Annette L Worthy


Purpose of this research was to gain information related to the real and perceived ICT Infrastructures, Facilities, and Resources in Bojonegara Sub District, Indonesia. This article emphasize the publication of this information because it is needed for implementation of technology-based mathematics teaching and learning. The method used was survey. Instruments of survey were questionnaires, unstructured interview guideline, and handycam. During the survey, total of 220 questionnaire packages were distributed to teachers, however only 119 (response rate 54.1%) of them were filled and returned. A total of 12 teachers were interviewed, with five of these interviews were video recorded. Several head masters welcomed and allowed researcher to visit their schools and make documentation of ICT Infrastructures, facilities, and resources, while the others did not allow the researcher to do that. Based on survey, many important findings have been discovered. It is suggested that the Teachers-Centered Learning with Technology is the most appropriate method of technology-based learning to be implemented.


survey, technology-based learning, ict, infrastructure, facilities, resources

Full Text:



Agostinho, S. (2009). Learning Design Representations to Document, Model, and Share Teaching Practice. In Lockyer, L., et al. (2009). Handbook of Research on Learning Design and Learning Objects; Issues, Application, and Technologies. Vol. 1. New York: Information Science Reference.

De Vaus, D., A. (2002). Surveys in Social Research (5th Edition). Crows Nest: Allen & Unwin.

Fathurrohman, M., & Porter, A. (2012). Addressing the needs of a developing nation: electronic maps of mathematical learning resources accessible via the internet. Journal of Computers in Mathematics and Science Teaching, 31(4), 337-362.

Fathurrohman, M., Porter, A., & Worthy, A., L. (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.

InfoDev. (2007). Survey of ICT for Education in Africa. World Bank.

InfoDev. (2009a). Survey of ICT for Education in Caribbean. World Bank.

InfoDev. (2009b). Various Country Study Reports and Case Study Working Papers (Argentina, Brazil, Kenya, Korea, Morocco, Nigeria, Philippines, Peru, Senegal, Sudan, Tunisia, Uganda, and Vietnam) in regard to technology and or education. World Bank.

InfoDev. (2010). Survey of ICT for Education in India and South Asia Countries. World Bank.

International Development Research Centre. (2010). Digital Review of Asia Pacific.

Oxford Dictionaries. (2011). Available at: http://oxforddictionaries.com/

Ross, T.W., & Bailey, G.D. (1995). Technology-Based Learning; A Handbook for Principals and Technology Leaders. New York: Scholastic Inc.

World Economic Forum. (2016). The Global Competitiveness Report. Geneva.

DOI: http://dx.doi.org/10.12928/ijeme.v1i1.5695

Article Metrics

Abstract view : 0 times
PDF - 0 times


  • There are currently no refbacks.

Copyright (c) 2017 Maman Fathurrohman

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

International Journal on Emerging Mathematics Education
Kampus 2 Universitas Ahmad Dahlan
Jalan Pramuka No. 42, Pandeyan, Umbulharjo, Yogyakarta - 55161
Telp. (0274) 563515, ext. 4902; Fax. (0274) 564604
Email: ijeme@uad.ac.id

p-ISSN: 2549-4996 | e-ISSN: 2548-5806

This work is licensed under a Creative Commons Attribution 4.0 International License

View IJEME's Stats