Authors :
Ashapurna Samantray; Amulya Kumar Acharya
Volume/Issue :
Volume 7 - 2022, Issue 10 - October
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3DNvC4X
DOI :
https://doi.org/10.5281/zenodo.7299461
Abstract :
In this era of technological revolution, our
society has been witnessing transformations in almost
every aspect of human life. It therefore, has potent
impact on education and on classroom teaching-learning
in particular. The evolution of Information and
Communication Technology (ICT) has brought a radical
change in the entire scenario of classroom teachinglearning. The inclusion of ICT in teaching-learning
process impulses the learners to be tech-savvy, the
teachers to be techno-competent and the classrooms to
be technology enabled. Thus, it is the demand of time
that the future teachers are trained to be competent
enough in techno-pedagogy so as to meet their future
roles according to the needs of learners. In this context,
the present study aimed to provide a critical review of
the research studies those identified the effectiveness of
ICT integrated pedagogy in education with special
reference to pre-service teacher education and teaching
mathematics. A total of 70 qualified recent studies were
included in this meta-analysis. The findings suggest ICT
integration generally produced a positive effect, though
moderate in comparison to the traditional approaches
and that was dependent on the type of technology used
and subject to be taught.
Keywords :
Information and Communication Technology (ICT), ICT integrated pedagogy, Pre-service teachers, Teaching competence, Teaching competence in Mathematics
In this era of technological revolution, our
society has been witnessing transformations in almost
every aspect of human life. It therefore, has potent
impact on education and on classroom teaching-learning
in particular. The evolution of Information and
Communication Technology (ICT) has brought a radical
change in the entire scenario of classroom teachinglearning. The inclusion of ICT in teaching-learning
process impulses the learners to be tech-savvy, the
teachers to be techno-competent and the classrooms to
be technology enabled. Thus, it is the demand of time
that the future teachers are trained to be competent
enough in techno-pedagogy so as to meet their future
roles according to the needs of learners. In this context,
the present study aimed to provide a critical review of
the research studies those identified the effectiveness of
ICT integrated pedagogy in education with special
reference to pre-service teacher education and teaching
mathematics. A total of 70 qualified recent studies were
included in this meta-analysis. The findings suggest ICT
integration generally produced a positive effect, though
moderate in comparison to the traditional approaches
and that was dependent on the type of technology used
and subject to be taught.
Keywords :
Information and Communication Technology (ICT), ICT integrated pedagogy, Pre-service teachers, Teaching competence, Teaching competence in Mathematics
