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At present, the world has been advancing towards a high technological and industrial position and. ICT has become a part of almost every industry. There is also a high demand of people to work in industries, financial sectors or any other fields where use of computers and ICT is essential. Industries, companies and people want to do lots of work systematically within the limited time and by the limited manpower. This has become possible with the help of modern technology, including computers and ICT (Chong, Sharaf & Jacob, 2005).
As the use of computer and other forms of ICT has been increasing day by day, it has become necessary to include ICT in school curriculum including mathematics.
Today's children need to be able to cope in the future with the demand of ability to work and to use the technological instruments in work place and everyday activities. Teaching in schools using ICT help students to be able to cope with the future demand of work place and build the necessary technological skills demanded by jobs and everyday activities (Ruthven & Hennessy, 2002). So preparing today's children for the future has been initiated by the English government by introducing computers and ICT in school curriculum. The following view clearly indicates that the government of England has given significant importance to ICT in and teaching and learning in schools ICT.
Information and communication technology had is a tool of learning and education in 21. By pupils using information and communications technology not only helps to learn better; you prepare them for workplace world dominated already on your computer. This is the technology of today, not tomorrow.
Thus ICT has become an integral part of school curriculum. Indeed ICT is broadly used in almost all the disciplines of school curriculum, including mathematics. In the realm of mathematics education, there has been a strong link between computers and mathematics, since most of the work with computers in schools, from the early sixties onwards, was undertaken by mathematics teachers, often within the school mathematics curriculum. This indicates that the information and communication technology is also an integral part of the teaching and learning of mathematics, in particular, and other materials in the school. In this modern time, computer and mathematics both have been used in our daily lives. It furthermore, argues that computers eventually will be objects in people's everyday lives. And consequently in teaching and learning mathematics (Barton & Haydn, 2006).
In this research is to discuss the use of ICT to streamline the study of mathematics through the use of film and multimedia, illustrations a way to help. My key question in this my project is 'Does ICT help in teaching school mathematics effectively?' In order to answer this question .Where is the review of some literature and draws some conclusions.
Mathematics is seen as an activity is the formation of geometric patterns and relationships, and of course this requires a spatial sense. They also need flexibility in the transfer of mental images, and the ability to imagine a visual spatial learner in mathematics must have the ability to create something abstract in the mind to anything touched or dealt with it (Barton & Haydn, 2006). Where the failure by the student's ability to guessing, estimation and visualization to the low level of school performance in mathematics.
The student suffers from problem in visual perception is so difficult for them to translate what they see, and may not distinguish the relationship things together, or with itself in a stable, and predictable, a student, here they could not estimate the distance, or see things in a dual and confused, may suffer from problems in judging the size of things ... etc., or those students also suffer from poor visual memory or visual perception (Baturo, 2010).
In addition the ability to visual spatial perception have a high position among the cognitive abilities related to mathematics curriculum and methods of teaching, this is called for by the National Council of Teachers of Mathematics in the United States (Yackel & Cobb, 2003).
These capabilities such as the ability of spatial want adds to the individual learner found it but at different levels .since childhood and grow the progress of the life cycle, and we believe that the different stages of growth in the competencies and capabilities of mental variety stage. Adolescence for example, witnessing a growth in (the concept of the third dimension or size, abstract mental, endoscopy). Some studies revealed that the ability to develop different spatial level of education, this indicates that the spatial ability to grow the progress of the stages (Benbow & Stanley, 1996).
How can we support the educational process in teaching the subject of modern mathematics in basic education and improve effective communication between teacher and student, among students, on the other hand.
How do we evaluate the system designed and in determining the success of this task?
To design a prototype that supports the educational process to learn math and improve effective communication between teacher and student.
To assess the effectiveness of the prototype to find out its usefulness in the educational process.
Scope of the research
The aim of this study is to support the educational process in Iraq in the secondary stage for the ninth grade for the teaching of mathematics via using Information and Communication Technology. This prototype will contain multimedia materials, specifically for mathematics subject.
Significance of the study
Develop of learners to the capacity of perception and analysis in mathematics. Through the use of illustrations, and multimedia and graphics in mathematics. And therefore we will build a solid foundation for learning mathematics, and the transfer of abstract knowledge to the knowledge of perception and imagination.
The website allows benefiting from it according to speed accommodate any student could be given individual differences among students, so the student can re-explain the material again using CD-ROOM disk in their PC or anywhere else outside of the classroom there by the computer, this is a step towards promoting learning Self.
As well as to facilitate effective communication between teacher and student, on the one hand, as well as communication between students, on the other hand, to discuss their problems in this article, and to exchange views on homework, and know the teacher the problems of students by connecting them directly, and urged them to study and give them support moral support for learning and diligence. Furthermore, communication between teachers to exchange experiences.
2.1 community and education
Is the definition of community and education, also known as community education or community learning and development, learning and the development of social work with individuals and groups in the communities, using a variety of methods of formal and informal. A common feature is that the identification of programs and activities that are developed in dialogue with local communities and participants. The purpose of learning and the development of society is to develop the capacity of individuals and groups of all ages through their work, and the ability of local communities, to improve the quality of their lives ( Luepker, Murray, Mittelmark, Bracht, Carlaw & et al. , 1994).
E-Learning is the use of technology to enable people to learn anytime and anywhere. e-Learning can include training, the delivery of just-in-time information and guidance from experts (Learnframe, 2001).
Other Definitions if could stop time and inexpensively bring together all of the people in organization who need to learn and the resources to teach them, would not need e-learning. In the real world, people have jobs to do and budgets are limited. Learning program will need the power of technology to overcome the limitations of time, distance and resources.
The people learn in many different ways and at different times. To support these different learning needs, will need different e-learning delivery methods. Additionally, a way to develop and manage e-learning (Wild, Griggs & Downing, 2002).
Experiments in e-learning
Some States have developed plans to enter the computer and the Internet to schools; to employ e-learning in the educational process and these experiences has been developed by some State plans to enter the computer and the Internet to schools; to employ e-learning in the educational process, and these experiences.
The experience of Canada:
It began to use information and communication technology (ICT) in schools, Canadian cooperation public and private sectors and the emergence of the draft School Net, In 1999, the linking of schools and public libraries to the Internet, In 2000, the number of computers connected to the Internet in school half Million, and it seemed the project uses to provide source information for students and citizens for lifelong learning and building knowledge-based society (Canada's SchoolNet, 2004).
220.127.116.11 Korea's experience:
The internet was introduced to primary schools in South Korea beginning in 1996 through a project (Kid Net), and then expanded the project to ensure that middle and high schools, and colleges and universities. The project through the cooperation of the Global Youth Network for Youth (Gyn), which originated at the University of Michigan, the U.S. and one Korean newspaper, the project was funded by the government and private institutions, corporations and donations of parents and others. Identified ten years of project implementation. The project was divided into four phases ending in 2005 to provide the service for all primary schools in Korea (Sridaran, Padmavathi, & Iyakutti, 2009).
18.104.22.168 The experience of King Faisal School in Saudi Arabia:
Schools King Faisal realized that traditional methods of education no longer meet the needs of the students knowledge and skills and employment, and here was a strategic decision to build teaching modern effective (e-learning) aims to activate and use modern technologies for the development of teaching and learning processes, and to achieve this objective, the Governing Council These schools prepare to train courses for teachers, and the establishment of a modern network of computer-mediated communication, and secure your computer fixed in the Office of each teacher a laptop used by the teacher in the classroom, in addition to equipping classrooms and laboratories with the latest educational software. And spent the school more than two years of experiments and applications open on the experiences of other States, is, 2003 - 2004? Application of formal and actual e-learning at the level of all subjects and stages of first grade to third grade secondary school, which was held in these schools the First International Symposium on e-learning in the period from 19-21 Safar 1424 H (Schools King Faisal, 2004).
22.214.171.124 The experience of Bahrain:
Begin implementation of the project during the academic year 2004 - 2005 m in eleven high school has the project team visited the Kingdom of Jordan, Arab Republic of Egypt to review the experiences of the two countries in this area. The project aims to bring about a qualitative leap in the education process in the Kingdom of Bahrain through maximum benefit from the information systems and e-learning project will provide a learning environment that allows students, teachers and school management, parents and the community to communicate and interact at anytime and anywhere, has started the ministry in the training of 1300 teachers, administrators and technicians on the use of grade-mail, also announced that tenders for the provision of equipment and the system needed to implement this project. (Ministry of Education, Kingdom of Bahrain, 2004) notes from past experiences concerned with providing ways to the success of e-learning, by providing computers and connected to the Internet, training teachers to use information technology and communications; to effective use of e-learning system.
2.2.3 The student experience of e-learning
Much of the literature on e-learning is merely a description what the teacher could do or has done online, while the student experience of those activities goes largely undocumented. What literature there is reports significant variation in that experience as one might expect. If the view of e-learning as a system is accepted, then there is no single "experience". Rather, the experience of a particular student or group of students is a direct result of the particular combination of factors which make up the e-learning system described in this paper. Within the diversity of student experiences however, there are some common factors which have been reported in the literature as significant determinants of student satisfaction with the online aspect of e-learning. Students consistently rate communication and support from faculty and other students as having the major influence on their online learning experience (Alexander, 2001). Specifically, students value prompt and informative feedback on their work, clarity of faculty expectations of their work, and welcome high levels of participation by other students.
The research methodology used in this study who is Research Design (Vaishnavi & Kuechler, 2004) an agreeable method, excellently chosen, described and accepted among many researchers in an information system. The design research involves the analysis of the use and performance of designed artifacts to understand, explain and to improve the behavior of some aspects of an information system (Vaishnavi, Kuechler, 2004; Khosrowpour, 2006) and it is mentioned that is because "it's addressed important unsolved problem in unique of innovation way or solve problem in more effective of efficient ways" (Hevener et al. 2004) as cite in (Khosrowpour, 2006; Cater-Steel & Al-Hakim, 2008; Järvinen, 2005; Ardakan & Mohajeri, 2009) and many others have been follow the design science research that presented by Vaishnavi & Kuechler 2004, 2005, 2008.
3.1 Design Research Methodology
The methodology used in this research is the design research that is considered to be accepted among many researchers in Information System. Many researchers used this methodology in designing and developing web services. For example, (Weerd, 2005) stated that the design research methodology for performing research in information systems used for Web Manager Implementations.
According to (Vaishnavi & Kuechler, 2004), the design research methodology includes the major steps as shown in (Figure 2) these phases are:
Awareness of Problem
Figure 2. General Methodology for Design Research (GMDR) (Vaishnavi & Kuechler, 2004)
3.1.1 Phase 1: Awareness of the problem
In this phase, the problem will be identified as well as the problem's complexity motives the craftsmen's to pursue the new proposed in this study.
3.1.2 Phase 2: Suggestion
The suggestion to resolve this problem is to use Information and Communication Technology. In the design of a system to provide aids using multimedia in mathematics, as well as interactive software to achieve communication between the student and the teacher to overcome the odds, and making the material more effective. The output of this phase is the temporary Design. The analysis and design of the system will include UML diagrams. The UML diagrams are general use case diagrams, detailed sequence diagrams for each use case, and class diagrams.
3.1.3 Phase 3: Development
Web applications' designers have been facing many challenges during development stage of the systems. Most of these challenges are with data handling, organizing, or structuring of the web applications (Sridaran, Padmavathi & Iyakutti, 2009). In this study, the system will be developed by using Visual Studio 2005 Microsoft. NET. Framework provides developers with the opportunity to create and deploy applications and services via the Web. These services can facilitate communication between clients and .NET application servers (such as database servers and so on) through the use of XML queries issued by the client. This environment is attractive to developers because it is a language-neutral environment that can deliver content to end users, regardless of the platform in use (Road, 2002).
3.1.4 Phase 4: Evaluation
The system evaluation is an important step in IS the development to assess and improve the quality of the web presence of a company or government body. One challenge is that web site evaluation is time consuming and expensive. Another challenge is that the assessments of the system may vary, depending on both the method used and the individual evaluator. We evaluate the system by Usability Guidelines factors and through distributing a questionnaire on the teachers.
3.1.5 Phase 5: Conclusion
Designing the system that is responsive to trainees needs is a critical perquisite for success. However, if we actualized usability requirements in my research, it will make the web site more efficient and easy to use. The goal of this research is to improve the ability of students to visualization and analysis in solving mathematical problems, and creation spirit of cooperation and communication between student and teachers, as well as between the lectureships for the exchange of experiences.
The world today is witnessing accelerated dramatically in all areas of science and scientific knowledge and the explosion led to the emergence of the third revolution ... Technology revolution and the emergence of a new era called the era of electronics and communication, has all this to make changes and clear in all aspects of daily life, and it has to be on the educational systems to respond to these events, trying to lay the foundations and criteria for the selection of teaching methods for the renewal of education and the establishment of a modern educational environment, and education system compatible with those changes occurring, and to be learning in the educational system is able to develop cognitive ability and skill of the learner, and hard-to-development by means of traditional educational (Oliner & Sichel , 2000). We need to make a change in our educational system so as to reach to some of the solutions to the problems and difficulties faced by our process of education and taking advantage of Technology as an assistant to improve the quality of education.
The process of teaching and learning process is not planning for the future, but making the future to create a new generation, able to fulfill its responsibilities in society, and is also able to deal with all the technical components . Has become the industry of the future primary goal of education today, and essential ingredient to building societies in the coming age. (Moosa, 2002). This construction will be done only through the methods and modalities to help in the creation and development of mental abilities of the learner. This mental capacity, whether or professional knowledge of them, including inherited or acquired, or otherwise, the individual can use to cope with the environment and composition , and the benefit of the individual to also offer technology and scientific (Lunts, 2004).
Math and science that have the weight and importance in most of the school curriculum in almost all countries, the article first in the vulnerability and impact, including developments in this advanced technology (computers), which may be affected profoundly mathematics curriculum, so we find it necessary to reconsider In our teaching of mathematics at all stages, whether primary or secondary school or university, especially in the methods taught. Because of the importance of spatial ability in mathematics and the possibility of development and learn the concepts better by means of advanced educational. And the importance of computers as an educational tool in the education process, the computer may be able to develop those skills and give the mathematical concepts, thereby maximizing the objectives of the teaching of mathematics (Vale, & Leder, 2004).
Timeline of the study
Awareness of problem