Benefits, challenges, and opportunities of using computer-assisted instruction in mathematics education
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| Title: | Benefits, challenges, and opportunities of using computer-assisted instruction in mathematics education |
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| Authors: | Mensah, Farouq Sessah, 1988, Ernest, Ampadu |
| Source: | IoT, AI, and ICT for Educational Applications.. :31-48 |
| Subject Terms: | Computer-assisted instruction, Instructional strategy, Learning outcome, Mathematics, TPACK, RAT, PIC-RAT, SAMR, Drill and practice, Tutorials, Dialogue, Simulation, Problem-solving, Educational games, Discovery, Inquiry mode, Author mode, Modelling, LOGO, Mathematics Education, matematikämnets didaktik |
| Description: | Technology advancements in education have fuelled worldwide digital technology agendas, providing students with skills necessary for success in the twenty-first century, including digital literacy and the ability to communicate effectively, think critically, work effectively in teams, and generate original ideas. With just about 7 years left, achieving SDG4 has become the hallmark of many educational systems. Objective 4.7 calls for opportunities to ensure all learners acquire the knowledge and skills to promote sustainable development. Adapting different technological tools has become prominent in our quest for maximizing meaningful student engagement and active participation in the teaching-learning process. This chapter provides a position orientation of computer-assisted instruction (CAI) in mathematics education with cognizance of its benefits, challenges, and opportunities. We begin with a position on CAI’s meaning, objectives, features, and mode of delivery. Theoretically, we discuss some technology integration frameworks used in a CAI environment and contribute to the debate on using CAI in mathematics. Through a review of meta-analysis studies, we offer evidence of the positive effect of CAI on students’ mathematics learning outcomes. |
| File Description: | electronic |
| Access URL: | https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-243058 https://su.diva-portal.org/smash/get/diva2:1956869/FULLTEXT01.pdf |
| Database: | SwePub |
Nájsť tento článok vo Web of Science | Abstract: | Technology advancements in education have fuelled worldwide digital technology agendas, providing students with skills necessary for success in the twenty-first century, including digital literacy and the ability to communicate effectively, think critically, work effectively in teams, and generate original ideas. With just about 7 years left, achieving SDG4 has become the hallmark of many educational systems. Objective 4.7 calls for opportunities to ensure all learners acquire the knowledge and skills to promote sustainable development. Adapting different technological tools has become prominent in our quest for maximizing meaningful student engagement and active participation in the teaching-learning process. This chapter provides a position orientation of computer-assisted instruction (CAI) in mathematics education with cognizance of its benefits, challenges, and opportunities. We begin with a position on CAI’s meaning, objectives, features, and mode of delivery. Theoretically, we discuss some technology integration frameworks used in a CAI environment and contribute to the debate on using CAI in mathematics. Through a review of meta-analysis studies, we offer evidence of the positive effect of CAI on students’ mathematics learning outcomes. |
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| DOI: | 10.1007/978-3-031-50139-5_2 |