{"id":7404,"date":"2026-02-09T09:28:28","date_gmt":"2026-02-09T02:28:28","guid":{"rendered":"https:\/\/www.qitepinmath.org\/en\/?p=7404"},"modified":"2026-02-25T09:32:38","modified_gmt":"2026-02-25T02:32:38","slug":"seaqim-shares-insights-on-ict-integration-at-the-14th-seameo-university-of-tsukuba-symposium-2026","status":"publish","type":"post","link":"https:\/\/www.qitepinmath.org\/en\/our-news\/seaqim-shares-insights-on-ict-integration-at-the-14th-seameo-university-of-tsukuba-symposium-2026\/","title":{"rendered":"SEAQiM Shares Insights on ICT Integration at the 14th SEAMEO\u2013University of Tsukuba Symposium 2026"},"content":{"rendered":"

\"\"<\/p>\n

Tsukuba, Japan (Hybrid) \u2014<\/em> SEAMEO QITEP in Mathematics (SEAQiM) contributed to the 14th SEAMEO\u2013University of Tsukuba Symposium, held on 5\u20136 February 2026 at the University of Tsukuba, Japan, in a hybrid format. The symposium brought together education leaders, policymakers, researchers, and practitioners from across Southeast Asia and Japan to discuss strategies for strengthening digital education systems toward equity, quality, and resilience.<\/p>\n

Representing SEAQiM, Gusnandar Yoga Utama, Head of Division for Research and Development, Capacity Building, and Training, delivered a presentation titled:<\/p>\n

\u201cReshaping Learning through ICT Integration: Lessons from SEAQiM\u2019s In-Country Courses Using the SAMR Framework.\u201d<\/p>\n

The presentation shared SEAQiM\u2019s experience in conducting ICT-themed In-Country Courses for mathematics teachers across Indonesia between 2024 and 2025. A total of 234 junior and senior secondary mathematics teachers from diverse regions, covering western, central, and eastern Indonesia, participated in the programmes. These regions included both urban and rural contexts, providing a comprehensive picture of ICT integration practices in varied educational settings.<\/p>\n

Using the SAMR framework (Substitution, Augmentation, Modification, Redefinition) as an analytical lens, the presentation highlighted baseline findings showing that most teachers had not yet meaningfully integrated ICT into mathematics learning. Of the 234 teachers surveyed, 148 had not used ICT for mathematics instruction or only relied on basic tools such as PowerPoint, 76 were at the Substitution level, 8 at Augmentation, and 2 at Modification, with none yet reaching Redefinition. Interestingly, similar patterns were observed across different geographical contexts, suggesting that pedagogical readiness plays a crucial role beyond infrastructure factors.<\/p>\n

Throughout the courses, teachers engaged in discussions on principles of ICT integration, development of interactive learning media, ICT-based lesson design, and the use of technology for formative assessment. At the end of the programme, teachers were asked to design an Individual Action Plan for classroom implementation. The results showed encouraging shifts: 133 teachers planned implementation at the Substitution level, 58 at Augmentation, 23 at Modification, while 20 were still developing their plans. Many teachers expressed their intention to implement ICT gradually, considering students\u2019 readiness and familiarity with digital tools in mathematics learning.<\/p>\n

The session concluded by emphasising that digital transformation in education is not merely about adopting advanced technologies, but about strengthening teachers\u2019 professional development, pedagogical and content readiness, and ultimately achieving TPACK readiness to support meaningful learning experiences for students.<\/p>\n

The full presentation can be viewed on SEAQiM\u2019s official YouTube channel:
\nhttps:\/\/www.youtube.com\/watch?v=wOl_GHbYyvA<\/a><\/p>\n

For more information about the symposium, please visit:
\nhttps:\/\/www.seameo.org\/Main_programme\/519<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

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