Presentation, International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021

1. A study on
“The impact of WEB
TECHNOLOGIES in
teacher education to
train the future teachers
to teach MATHEMATICS”
S. DEEPIKA,
M.ED. SCHOLAR,
sarveshrenu812@gmail.com
DR. C.V. SURESH BABU
PROFESSOR, PG DEPARTMENT,
dr.c.v.suresh.babu@gmail.com
SATHYASAI B.ED. COLLEGE,
RAJAJI SALAI, KAMARAJ NAGAR,
AVADI, CHENNAI-600071
TAMIL NADU, INDIA
THEME: TEACHER EDUCATION GLOBAL TO LOCAL
SUB THEME: Web Technologies in Teacher Education

2. Abstract– This paper will present the design of an empirical
study on the impact of the ICT in school education with respect
to mathematical teaching and learning. This proposed study
will try identify the interest among learners and find the causes
for the changes in their structure of learning. During this
COVID-19 period, students used to attend various activity to
show their involvement. The study also attempts to reveal the
various contribution rendered by current ICT tools in
improving the quality of education in 21st century.

3. INTRODUCTION :
The incorporation of ICT in education supported by the large amount of
online educational tools, the exchange of knowledge, and the connections
among education communities. The education eliminates certain space-time
barriers in the teaching-learning process and enables the implementation of
active methodologies. ICT facilitates participation among all agents of the
education. It is designed to meet anticipated learners of Mathematics in many
parts of the world.
It is mandatory to analyses, search, and differentiate against the relevant data
to its resolution. The use of sufficient technology, allows the discrimination of
more relevant data. Mathematical skills reinforced by Technology and its
importance have different teacher and student views. e. Teachers are the key
of all living society. With proper knowledge and training in ICT, teachers can
perform a better change in students’ education with interesting and motivating
towards mathematics in education

4. ROLE OF ICT IN TEACHER EDUCATION TOWARDS 21ST
CENTURY:
 ICT helps very effective in classroom.
 ICT helps educators in both pre and in- service teacher training.
 It helps educators to promote educational environment among the leaners.
 ICT removes traditional method of teaching in mathematics and mostly implemented
with model method of learning.
 ICT assist educators to identify creative and innovative learner.
 Digital tool is aiding an important role in student’s evaluation towards mathematics.
 ICT can also depend upon the subject manner.
 ICT help out educators and learners with good assessment and evaluation process.
 ICT assist the positive and success way to reach the concept of learning in Mathematics
education.

5. Teacher Perspective:
 There are extensive reasons why every teacher should use ICT tools in the maths class. Such
reasons in terms of use are universal and span across the curriculum.
 To ensuring the facilities of Quality in Mathematics.
Students Perspective:
 ICT has a lot to offer students as many researches shows that with Technology-based activities
students are more likely to experiment and take risks than without ICT.
 Effective technology can even promote student’s innovative skills and allow creating and
manipulating their own presentations. For their part, dynamic geometry’s applications help the
student to visualize and experience the associated processes through interactive changes that favour
the exploration of all possibilities. ICT resources are programming environments that develop
language and mathematical thinking among learners and educators and also encourage the ability to
solve problems

6. RATIONALE BACKGROUND
Today, ICT are been used in schools as a separate entity, instead, schools must have an integrating
ICT into the learning and teaching processes particularly in Mathematics for effective understanding.
Primary Objective:
 To study the effective ICT practices in mathematics teaching and learning done in various
institutions across globally.
 Strategic for teacher education
 Leaners education with interesting and motivating.
Secondary Objective:
 To improve the learning skills among learners.
 To develop critical and innovative thinking.
 Frequently handling of technical tools.
 Fun based mathematical activities.

7. Research Hypothesis
 Null Hypothesis: There is no significant change in teaching with ICT for secondary
education. Learners and educators are well trained in their own technology.
 SIMPLE HYPOTHESIS: If we integrate ICT in teaching mathematics, the
performance of the students will increase significantly.
 INDEPENDENT VARIABLE: Using of ICT
 DEPENDENT VARIABL: Responses from the students.
 COMPLEX HYPOTHESIS: Integrate ICT in teaching mathematics and learning
mathematics are well occupied in efficient use of digital tools virtually.
i)Teachers can gain the attention of the student
ii)Immediate responses from the learners
iii)Motivate the students to engage with mathematical education
NULL HYPOTHESIS: There is no significant change in teaching with ICT for
secondary education.

8. Samplings
Simple Random sampling:
 Within a selected school a Radom Roll of students in the target
population, Grade: 8 attendance of registers are obtained for all
students in the defined target. Commence by placing the
number in 10 and select the students.
Systematic sampling:
 Sampling from a population list of approximately 10 school
students. The list is divided into 5 classes in different grade of
around 10 students each. In each section the list is ordered by
the performance in education. If we sample every 10th
individual in grade, this will most likely not provide an entire
school population.

9. TECHNOLOGY DRIVEN MODULES
Recent ICT provides free online modules to help students to learn and explore
mathematics. Each tool is based on animated video involving interactive learning
systems such as discussing mathematics in real life situations and students can
also undertake various activities and tests to exhibit their knowledge and problem-
solving skills.
PRELIMINARY FINDINGS
The impact of ICT on the educational improvement shows that there is no
meaningful difference between using of ICT in educational of boy and girl
students in term of gender.

10. SUGGESTIONS
The following are recent apps which can enhance learning math
1. Visual Math: KickBox and KickBox Litea math game created by MIND
Research Institute and inspired by its penguin Jiji helps students learn key math
concepts visually..
2. Numbers: Students can walk through math problems to learn numbers, geometry,
Measurement and more.
3. Geometry: Geometrical concepts with 3D images and shapes.
4. Algebra: (HMH Fuse: Algebra), this app brings an Algebra 1 textbook to life
with interactive graphs, tools and equations. Quizzes and more are to engage
students in math learning.
5. Algebra: Interactive workbook with variety of worksheets that include show
me support videos.

11. 6.Calculus: (Video Calculus) Similar to the Khan Academy videos, this app gives you
more than 2 hours’ of free calculus instruction through its videos. It also includes 15 free
featured lessons.
7.Probability & Statistics: (Statistics 1 for iPad). This statistics app, priced at $4.99,
provides students with interactive tutorials, lessons and quizzes to learn statistics
8.Applying Math: (Rocket Math) In this app, student’s complete math problems in
order to build their own rockets.
9.Applying Math: (SpaceTime for iPad or MathStudio). 2D and 3D diagrams are using
by a students in graphic calculator. It’s definitely worth checking out.
10.Math Game: (MathBlasterHyperBlast) Students are big fans of fun learning. It’s
brightly coloured, fast-paced and engaging with 30 math lessons.

12. APPLICATION PRIMARY MIDDLE SECONDARY
VISUAL MATH Yes Yes
NUMBERS Yes Yes Yes
GEOMETRY Yes Yes
CALCULUS Yes
PROBABILITY Yes Yes
APPLYING MATH Yes Yes Yes
MATH GAME Yes Yes Yes

13. BENEFITS FOR TEACHERS AND STUDENTS
 It’s a new model of knowledge sharing to the learners with variety of tools to
learn effectively at their own pace.
 For example: using GOOGLE FORM allows Teachers to quickly create test and
submit the learner’s response immediately.
 Educators and learners can access a variety of modern teaching and learning
tools.
 Online attendance, Class recordings creates more accountability for learners and
Educators.

14. SCOPE FOR FURTHER RESEARCH
This study we identified following scope for research areas:
1. Current Issues and Trends in Mathematics Education
2. Technological Pedagogical Content Knowledge
3. Concepts and Principles of Integrating ICT in Mathematics Classroom
4. Building Manipulative-Interactive Media with Application
5. Exploring Three-Dimensional Space with Application
6. Building Digital Activity with Application
7. Game for Mathematics Teaching
8. Digital Math Environment
9. Assessment in Mathematics Learning using ICT

15. CONCLUSION
Current COVID-19 pandemic has given new ways of Teaching and Learning
processes, the role of ICT has completely transformed from the traditional
technologies to new generation tools. Learners get more involved when their
classes blended with technologies. It’s clearly seen that; effective use of ICT tools
enhances teaching of Mathematics and improves learners’ involvement. Teaching
engaged with high principled position in the society. Information technology assist
the educators to update the skills, knowledge to use the new tools and resources.
ICT brings the learners and educators with more effective. Educators in INDIA
started using online and offline tools technologies in classroom (Laptop , Projector,
Educom , Smart boards ….)So we need to utilize information and communication
technology in teacher education in 21st century because Educators can only
fabricate a shinning future for learners.