The Reality of Employing Technological Innovations in Mathematics Teaching from the Perspective of Faculty Members – Jefara University

Abstract

   In consideration of the swift alterations occurring within the higher education landscape and the resultant imperative to embrace contemporary pedagogical methodologies, this investigation endeavors to examine the prevailing state of the incorporation of technological advancements in the pedagogy of mathematics,

as perceived by academic staff at Al-Jafara University. The importance of this inquiry arises from its emphasis on a pivotal modern educational trend—specifically, the amalgamation of technology into university-level teaching—especially in the domain of mathematics, a discipline that necessitates visual and interactive strategies to effectively convey abstract notions.

The researchers employed a descriptive-analytical approach and formulated a questionnaire that was disseminated among a cohort of mathematics faculty members at Al- jafara University. The objective was to evaluate the degree to which technological innovations are utilized and to ascertain the most significant impediments obstructing their optimal application. The questionnaire encompassed four principal dimensions: extent of utilization, advantages of technology, barriers, and recommendations for enhancing technological integration.

The results revealed that the utilization of technological innovations by faculty members at Al-Jfara University was at a moderate level. Principal challenges encompass inadequate technical infrastructure, a deficiency in specialized professional development, and a lack of sufficient institutional incentives. Respondents additionally articulated a demand for continuous administrative and technical assistance, as well as practical training initiatives aimed at augmenting their proficiency in employing technology within mathematics instruction  

The study culminated in a series of recommendations, most notably the imperative to enhance the university's technological framework, fortify the function of faculty development centers in the realm of educational technology, and formulate educational policies that foster digital innovation within the teaching and learning continuum.