DOST RESEARCHERS SHARE INSIGHTS ON TECH-DRIVEN SCIENCE, MATH EDUCATION
RESEARCHERS from the Department of Science and Technology’s Science Education Institute recently unveiled new insights and recommendations for teaching science and mathematics in technology-enhanced classrooms.
DOST researchers, citing previous research, said that the seamless use of technology in the classroom relies on three things: teaching attitude (will), teaching ability (skill), and access to Information and Communication Technology (tool).
In their study titled “Will–skill–tool model of technology integration in teaching science and mathematics in the Philippines,” published on March 9, 2021, researchers noted that “will” is a more important factor for science teachers, whereas “skill” is more important for mathematics teachers.
The researchers recommended that science teachers must first develop a positive attitude toward ICT as a foundation for their teaching skills, whereas mathematics teachers need more specific ICT skills training due to the technical nature of their work.
“Among science teachers, the importance of ICT integration in teaching should be highlighted first to increase their level of attitude toward ICT prior to skills development,” the researchers said.
“On the other hand, ICT knowledge and skills should be a primary focus in providing teacher training programs for mathematics teachers who may have technical requirement to facilitate integration of ICT in teaching the subject,” they added.
The study written by Randolf S. Sasota, Ruby Cristobal, Imelda Sario and Josette Biyo of the DOST-SEI, Joselito Magadia of the School of Statistics, University of the Philippines Diliman was published in the Journal of Computers in Education.