At La Trobe University, Melbourne, we are conducting a major research project to investigate the attitude of Secondary School mathematics teachers to using computers to supplement their teaching and criteria for selecting software. We are writing to request that you be part of this project.
We have designed a questionnaire for the purpose, in which the educational software has been broadly categorised as either genreic or specific. By generic packages we mean open-ended packages, such as Logo, ANU graph or spreadsheets. In contrast, by specific packages we imply the packages that focus on the attainment of specific, well-defined objectives, such as Green Globs. A copy of the questionnaire follows. You are requested to respond to as many questions as possible and E-mailto me at "firstname.lastname@example.org". At the conclusion of the project we will forward our report to those who participate.
Your cooperation in this matter will be greatly appreciated.
Please cross the space enclosed within the brackets, if you agree, responding to as many questions as possible.
(1) Experience of teaching mathematics at seconadary level :_____ years.
(2) Do you use computers to supplement your classroom teaching?
a) Yes ( ) b) No ( )
(3) Do you experience the following constraints? a) Unavailibility of sufficient number of computers accessible to students. ( ) b) Unavailibility of suitable software. ( ) c) Others (Please specify) ( )
4) "Mathematics teaching at secondary level does not need to be supplemented with the use of computers". Do you a) Agree ? ( ) b) Disagree ? ( )
5) The main strengths of generic packages are: a) They encourage creativity in students. ( ) b) They support achievement of broad, long-range goals.( ) c) They expose students to mathematics as well as 'mathetics', thereby improving their learning skills. ( ) d) They individualise instruction. ( ) e) They encourage group work. ( ) f) They enable students to control the program resulting in higher self-esteem. ( ) g) They can be adapted to the changing needs of the class and are thus more cost-effective. ( ) f) Others (Please specify) ( )
(6) The main weaknesses of generic packages are: a) Owing to a lack of experience, teachers experience difficulty in incorporating these packages in the curriculum ( ) b) Much planning and preparation is needed on the teacher's part before their effective use in the classroom. ( ) c) There is a high probability of the students becoming lost in the program. ( ) d) Others (Please specify) ( )
(7) The main strengths of specific packages are: a) They're easy to incorporate in the class-room as they're often self- explanatory. ( ) b) Because of explicit directions, there is a low probability of students becoming lost in the program. ( ) c) They leave teachers with more time to take care of the individual differences in the class. ( ) d) They ensure attainment of specific, short-range goals.( ) e) The content learnt can easily be tested. ( ) f) They can branch to various levels of challanges based on the student's responses. ( ) g) They encourage competition. ( ) h) They provide students with the satisfaction of attaining specific goals resulting in increased self-confidence. ( ) i) Others (Please specify) ( )
(8) The main drawbacks of specific packages are: a) They hinder creativity in students. ( ) b) They encourage competition, rather than cooperation.( ) c) They promote student's dependence on the teacher.( ) d) Others (Please specify) ( )
(9) Which category of software would you prefer to supplement your teaching? a) Generic packages ( ) b) Specific packages ( )
(10) Your favourite package? Why?
(11) Would you prefer to have: a) more qualitatively improved specific packages for teaching secondary level mathematics ? ( ) b) more specific and detailed guidelines for the incorporation of the available generic packages in the classroom teaching ? ( ) c) Other (Please specify) ( )
(12) How do you update your knowledge of the relevant software available in the market ?