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International Journal of Statistika and Mathematika, ISSN: 2277- 2790 E-ISSN: 2249-8605

Volume 11, Issue 2, August 2014 pp 91-96

Case Report

Mathematics teachers’ competencies in the use of information and communication technology (ICT) in classroom instructions in Bayelsa state of Nigeria: a case study of yenagoa education zone

Ezugwu J J O¹, Diri E A²

^*Department of Science Education, University of Nigeria, Nsukka, NIGERIA.

Academic Editor: Dr. Dase R. K.

Linked References

1. Ali, A. A. (2006). Conducting research in education and the social sciences. Enugu, Tashiwa Networks Ltd.
2. Becker, H. J., Ravitz, J. L., and Wong, Y. T. (1999). Teacher and teacher-directed student use of computers and software. (Teaching, Learning, and Computing: 1998 National Survey. 3). Irvine, California: Center for Research on Information Technology and Organizations, University of California, Irvine.
3. Harvey, L. (2004). Analytic quality glossary. Quality Research International. Retrieved October 14, 2011, from http://www.qualityresearchinternational.com/glossary/
4. Isaac, O. (2011, July 25). Federal government ICT initiative reaches Bayelsa state. The Nation Newspaper. Retrieved June 12, 2012, from http://www.thenationnewspaper.org
5. Kiymet, S. (2010). Teachers’ competencies. International Journal of Philosophy of Culture and Axiology (online), 7(1), 167-175
6. Nworgu, B. G. (2006). The indispensibility of ICT in educational research. Information and Communication Technology in the Service of Education, 1-10.
7. United Nations Educational, Scientific and Cultural Organization, (UNESCO) (2008). ICT pedagogy. UNESCO Office.