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

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A STUDY ON THE IMPACT OF WEB TECHNOLOGIES
IN TEACHER EDUCATION TO TRAIN THE FUTURE
TEACHERS TO TEACH MATHEMATICS
THEME: ICT integration in Teacher Education
SUB-THEME: Web Technologies in Teacher Education
Dr. C.V. Suresh Babu1
, S. Deepika2
1
Professor, Sathyasai B.Ed. College, Avadi, Chennai, TN, India
Mobile : +91 98402 37456
dr.c.v.suresh.babu@gmail.com
2
M.Ed. Student, Sathyasai B.Ed. College, Avadi, Chennai, TN, India
Mobile : +91 6382 207 391
sarveshrenu812@gmail.com
International Conference on
Teacher Education in the 21st
Century: Vision and Action
March 8-10, 2021

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A STUDY ON THE IMPACT OF WEB TECHNOLOGIES
IN TEACHER EDUCATION TO TRAIN THE FUTURE
TEACHERS TO TEACH MATHEMATICS
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.
Keywords: Apps, Educators development, Education in mathematics, Future educators,
Integrated learning, Methodology

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A STUDY ON THE IMPACT OF WEB TECHNOLOGIES
IN TEACHER EDUCATION TO TRAIN THE FUTURE
TEACHERS TO TEACH MATHEMATICS
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. Every features of life are related to maths, science and technology. Huge
information is appearing in all fields throughout the world. At present information and
technology mostly deals with educational field for making learning process interesting.
Educators must have the knowledge and skills to use new online digital tools to help all learners
to score high academic standard. The grade of professional development of educators depends
on the stretch of ICT in teacher education programme. 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.
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.

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 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.
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.
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 impact of web technologies in teacher education to train the future teachers
to teach mathematics
Secondary Objective:
 To improve the learning skills among learners.
 To develop critical and innovative thinking.
 Frequently handling of technical tools.
 Fun based mathematical activities.

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LITERATURE REVIEW
The literature review shows that ICT is the teaching of mathematics helps the students to create
and interact. (Keong et al., 2005; Neurath & Stephens, 2006). A series of recent studies has
indicated that the use of technological devices such as graphing calculators encourages
interaction among students to share their knowledge and skills, to present their work with the
aid of a projector, a screen and a laser pen. (Condie & Munro, 2007; Keong et al., 2005) This
paper with a short review of the literature regarding the communication that occurred among
students through the application of technology during the learning process promoted
knowledge and information-sharing (Condie & Munro, 2007; Keong et al., 2005). Some
authors have also suggested that the application of technologies such as the internet further
facilitates students’ self-exploration (Keong et al., 2005; Ramli et al., 2006).The information
technology can also develop students’ interest and involvement towards mathematics. (Keong
et al., 2005; Neurath& Stephens, 2006). A large number of existing studies in the broader
literature have examined, Microsoft Excel in learning Algebra can change students view point
towards Algebra. (Hanim & Hairulniza, 2002; Norazrena & Khairul Anuar, 2011). The
computer software developed students to identify their mistakes and make corrections
(Ghavifekr et al., 2012). A more comprehensive description can be found in ICT technology
encourage the students to think and solve Mathematical problems. (Condie & Munro, 2007;
Keong et al., 2005). Insufficient training and reduced teaching time in the classroom. (Afolake
& Shittu, 2005; Keong et al., 2005). When integrating ICT into their teaching the limited time
in the classroom has become the main factor for educators. (Keong et al., 2005) It was reported
in literature that 55.6% of Educators analyse the time limitation in the teaching schedule to use
ICT facilities. (Rohani, 2011). 40.8% of insufficient training of teaching in Mathematical
curriculum. (Abramovich, 2014; Afolake& Shittu, 2005).78.4% of students do not have best
access to the required technology to facilitate virtually. (Keong et al., 2005; Ruthven et al.,
2009). 76.3% recognised the factor of integrating ICT into learning and teaching process.
(Afolake & Shittu, 2005; Palmer, 2003). The technologies have a favourable impact for
Educators and students. (Rafiza & Maryam, 2013). ICT proven that student’s potential in
preparing for twenty first century life. (Ghavifekr et al., 2012). This has been used in several
studies to assess that the strategies should be well thought by the educators to implement more
interaction among students. (Drew, 2011). This was successfully established and described that
Educators can also utilise the Google apps for teaching and learning in mathematics. (Suzana
& Khalid, 2014).

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RESEARCH DESIGN
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.
o Independent Variable: Using of ICT
o Dependent Variable: 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 students
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.
 Alternative Hypothesis: When schools reopen expecting the same environment with
all technologies, we can lead the students with proper intensions.
 Logical Hypothesis: Integration of ICT in teaching mathematics improves the
performance of the learners and motivate by the educators creative and innovative.
 Alternative Hypothesis: The frequency of the use of ICT in secondary education
depends up on the length of teaching and learning practice.
i. H1: Using of ICT has an impact on education improvement of secondary school
students.
ii. H2: Using of ICT has an impact to increase the motivation among secondary
students.
iii. H3: Using of ICT students are requested to frame own question-making skills in
secondary education.
Research questions:
1. Does the length of teaching of the teacher at the secondary schools influence the use of
ICT?
2. Is there any gaps between the learners and educators?
3. With the use of ICT the educational level stay same or increase or decrease?

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4. Does the teacher skill set like subject or availability on the usage of ICT?
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.
Stratified sampling:
 The population for this study consisted of all students in CBSE in south central zone of
Tamil Nadu. However, the target comprised the level of students in the zone. Students
were selected from school offering education courses through a Stratified random
technique. A sample size of 250 students were captured for the research study.
Cluster sampling:
 Selecting the average reading level of all Eighth-graders in the city. There is no overlap
because each student attends only one school. The reading levels of every 8-grader in
the schools were test and selected randomly for sample. (Grade: 8 students have same
age limit).
Multi stage sampling:
 Collecting data from every eight grader in the selected school, each school collects
sample randomly in Grade-8. After receiving the sample is much smaller and easy to
collect data.
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.

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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.
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.
These apps and activities could be used in whole class, small group with independent
work scenarios. The various applicability of these applications are summarised in Table 1:
Table 1: Applications applicability
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

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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.
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
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 shining future for learners.
ACKNOWLEDGMENT
We thank all our Faculty members, Math’s Educators of various schools in Chennai and our

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learners and other anonymous reviewers for their valuable comments on our draft paper.
DISCLOSURE STATEMENT
No potential conflict of interest was reported by the authors.
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