TEACHING AND LEARNING MATHEMATICS IN THE PANDEMIC: A STUDY ON THE ROLE OF ICT AT HIGH SCHOOLS

Abstract

Recently, in the context of the complicated development of the Covid-19 Pandemic, the teaching and learning of Mathematics have undergone many changes in content, form, and approaches. Information and communication technology (ICT) plays an essential role in this trend, especially platforms to support online teaching, blended teaching, and digital tools. This study presents a survey result on the role of ICT through using digital platforms and tools in high schools in Vietnam in the context of the pandemic response. The study results once again show the increasingly essential role of ICT and provide a fresh perspective on digital platforms and tools in teaching, especially in Mathematics.

Full text

TEACHING AND LEARNING MATHEMATICS IN THE PANDEMIC: A STUDY ON
THE ROLE OF ICT AT HIGH SCHOOLS
TRAN Thi Thu Thao
Med., Department of Mathematics Education, Teachers College, Can Tho University, Vietnam
Luu Huu Phuoc High School, Can Tho City, Vietnam
NGUYEN Ngoc Phuong Anh
Bcs., Department of Mathematics Education, Teachers College, Can Tho University, Vietnam
ABSTRACT
Recently, in the context of the complicated development of the Covid-19 Pandemic, the
teaching and learning of Mathematics have undergone many changes in content, form, and
approaches. Information and communication technology (ICT) plays an essential role in this
trend, especially platforms to support online teaching, blended teaching, and digital tools. This
study presents a survey result on the role of ICT through using digital platforms and tools in
high schools in Vietnam in the context of the pandemic response. The study results once again
show the increasingly essential role of ICT and provide a fresh perspective on digital platforms
and tools in teaching, especially in Mathematics.
Keywords: Mathematics Education, Covid-19, ICT, high school.
INTRODUCTION
In the era of 4.0, the digital transformation of education is occuring in many places. Regarding
the form of learning, organizations such as mEducation Alliance; UNESCO; Learning Keeps
Going US consortium; and Inter-Agency Network for Education in Emergencies and
Commonwealth of Learning take advantage of this process to cater to distance learning
communication tools and computer networks. Regarding assessment, the National Center for
Education Statistics (NCES) in the United States has conducted an exam based on computer
technology. Even the OECD educational organization organizes the PISA exam to convert from
testing directly from paper to online form expanding globally.
Dorfsman (2015) argues that the emergence of new technology learning environments can
enrich and deepen the teaching process in education. Digital transformation affects education
in terms of structure and learning environment (Balyer and Öz, 2018), which is not a new
problem. However, there are many challenges when applied in high school because of
characteristics of students of this grade (Kopp et al., 2019); Bilyalova et al., 2019) affirm that
digital technology in the 4.0 era is not merely a tool but also a learning environment that opens
new opportunities.
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According to Adnan and Anwar (2020), COVID-19 is a global public health emergency that
results in suspension of schooling. That enables the digital transformation in education to be
accelerated to promptly respond to the urgent needs of education (Ubaedillah and Pratiwi,
2021). According to Mhlanga and Moloi (2020), although this pandemic has brought significant
damage to global health, it also partly provides an opportunity to assess the accessibility of
communication tools and computer networks in learning online.
Many studies have mentioned online learning to address learning disruptions to reduce the
impact of the epidemic on education. Mainly, switching to online learning is an option that
could not be more different in the context of epidemic outbreaks (Verawardina et al. (2020);
Basilaia and Kvavadze (2020); Dhawan (2020)). According to Ribeiro (2020), online teaching
is an appropriate measure currently, but it is necessary to consider the preparation of educational
platforms such as documents, connection means, the capacity of teachers.However, is online
learning easy for teachers and students when it happens so suddenly? According to a study by
Fauzi and Khusuma (2020), 80% of teachers feel dissatisfied when learning online by
themselves. Joshi et al. (2020) argue that the effectiveness of online learning needs to be
reconsidered when the absence of interaction leads to students' passive acquisition of
knowledge, and learning becomes boring. Teaching plans, learning organization models, and
online connectivity are tasks that require careful preparation (Hodges et al., 2020); Bozkurt and
Sharma, 2020). The above limitations can be considered weak capacity in information
technology and communication of teachers and students.
Adedoyin and Soykan (2020) pointed out that the lack of ICT competence makes teachers and
students prone to problems in learning and most students are worried when they cannot handle
errors in testing with online tools (Rohman et al., 2020). Chu et al. (2021) suggests that
educators study factors surrounding the online learning process, such as the technical
capabilities of both teachers and students, the condition of information technology
infrastructure, and learning habits. Sets suitable for each region. In the study, Rohman et al.
(2020) and Bahasoan et al. (2020) show that although students accept that online learning is the
right solution during the Covid-19 pandemic, there are many obstacles due to lack of ICT skills.
LITERATURE REVIEW
Digital Tranformation
Digital transformation is understood as transferring activities from the real world to the network
environment in a network with software technology and communication support. Accordingly,
people access more information, shorten the distance, narrow the space, save time. With the
flexibility of Information Technology application, digital transformation in education creates
an open environment where learning can be done anywhere or anytime, towards lifelong
learning, completed the mission of the school year, and at the same time contributed to the fight
against the epidemic. Digital transformation is an inevitable trend, happening very quickly,
especially in the 4.0 Technology Revolution, but many challenges apply at the high school
level.
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According to Ferrari (2012), Digital competence is a group of skills, knowledge, and necessary
attitudes when using ICT and digital devices for problem-solving, information management in
various fields. Digital transformation in education creates an open environment where learning
can be done anywhere or anytime towards lifelong learning (Bilyalova et al., 2019) and is
necessary for all levels of education to improve the quality of education (Abad-Segura et al.,
2020).
During the digital transformation of education, an essential and pioneering stage is digitization.
According to Cloonan and Sanett (2005), digitization converts paper-based information and
manual processes into a digital format. The unaltered data is encrypted in a digital format so
that students can receive it to achieve educational goals and objectives (Falasten, 2018), such
as scanning a photo or converting a paper report to PDF, saving audio, recording an event to
create a video, etc. Nowadays, digitization is of great importance for data processing, storage,
and transmission, and fighting has become one of the current global trends, especially in the
industrial revolution 4.0.
The concept of digital platforms consists of three levels mentioned by Martin and Grudziecki
(2006) in Figure 1.
Figure 1. Levels of Digital Literacy (Martin and Grudziecki, 2006)
The first level, “Digital competence” demonstrates digital literacy, attitudes, and awareness
about learning with digital and the role of digital in life. With level 2, “Digital use” involves
applying digital skills in learning and life contexts. Finally, “Digital transformation is
achieved”, when the use of digital technology brings innovation and creativity.
Online Learning
The development of educational tools promotes many learning models such as Online learning,
Open learning, Web-based learning, Computer-mediated learning, Blended learning, M-
learning, …
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Figure 2. The Subsets of Flexible Learning by Brown (2003)
Online learning describes learning “wholely online” with online platforms. Teachers and
students have interaction with each other at an arranged time (Cahapay, 2020) to participate in
a virtual learning environment without being physically present at any particular educational
institution (Maheshwari, 2021) by using different devices such as laptops, smartphones, tablets,
etc. which have internet access (Dhawan, 2020). Online learning, or virtual classes offered over
the Internet different from traditional courses, is a new development in distance education based
on the Internet and the World Wide Web.
During the crisis caused by the COVID-19 pandemic, Online learning allows the flexibility of
teaching and learning anywhere, anytime (Hodges et al., 2020), is now becoming imperative to
reduce community transmission (Li et al., 2020). According to Mukhtar et al. (2020), Online
learning reduces administrative tasks such as recording lectures and marking attendance,
encourages student-centeredness, students to become learners who personalize their learning.
Although Online learning is the right environment not to interrupt learning during the COVID-
19 pandemic, it still encounters many backs and needs to consider its effectiveness. The
digitization process required when converting traditional lectures into broadcasting, the
transmission of multimedia documents between teachers and students, the online teaching and
learning activities, including the design and implementation of the assessment test, always
requires participants to have ICT skills. Online learning can be effective in advanced digital
countries (Basilaia and Kvavadze, 2020). Therefore, it is necessary to take a closer look at the
educational conditions in Vietnam in the context of high schools.
ICT in Education
Information and Communication Technology (ICT) includes all technical means used to
process information and assist with communications, telephones, media, all types of audio
processing and video, transport, and network-based control and monitoring functions.
According to Mondal and Mete (2012), the role of ICT in education is to support, develop and
optimize conventional teaching methods. Specifically, a teacher may not respond to all students
in the class in 45 minutes of a face-to-face lesson. When ICT tools are integrated, and the
learning environment in secondary schools can promote more active learning, making online
learning effective as students take advantage of the use of the Internet to search information
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and research on subjects, reducing the boredom of traditional classes, using social networking
applications and email to communicate (Al-Ansi et al., 2019).
With that said, learning with ICT tools is not a new issue that has emerged during the COVID-
19 pandemic; there have been many previous studies on this issue, of which Anderson and
Duchâteau (2002) provide four stages. Learning with ICT tools as follows:
Figure 3. Model of Stages of Teaching and Learning Using ICT of Anderson and Duchâteau
(2002)
According to Panel (2002), ICT consists of five essential components: accessing, managing,
integrating, evaluating, and creating information in a technology context and the basic skill and
knowledge set as the foundation for understanding. ICT includes cognitive and technical levels.
Figure 4. ICT Literacy of Panel (2002)
Integrating ICT tools in mathematics education includes personal computers (PCs), laptops,
laptops, mobile phones, scientific calculators, projectors, interactive whiteboards, etc.
Collaboration, data processing software, graphing applications, online demonstration tools, and
simulation programs effectively improve teaching and learning, problem-solving skills and
promote learning. Push students to learn. Nevertheless, the above advantages can only occur
when adequate facilities and participants with minimal ICT capabilities. The immediate need
may be to provide opportunities for teachers and students to access ICT tools and have the
necessary skills to incorporate these tools into the teaching and learning of mathematics.
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RESEARCH METHODOLOGY AND RESULTS
Research Methodology
Figure 5. Implementation Process
To survey the conditions of facilities, available ICT skills and readiness for future training
courses, orientation to continue to take advantage of ICT in education during and after the
pandemic. The research is carried out according to the following 3-step process:
Step 1: “Design survey questionnaire”. The study used the survey method to collect statistics
through a 9-question survey including one-choice, multiple-choice, and essay questions
designed with Google Forms tool based on several studies by Keong et al. (2005); Agyei and
Voogt (2011); Mazana et al. (2019). The overview includes information (gender, grade level),
physical facilities survey (learning equipment; means of online connection), Internet access
purpose survey, opinion survey on e-learning, and ICT skills.
Following step 2: “Surveying”. The questionnaire was sent to teachers and students through
social networks Facebook, Zalo with 50 students from three high schools in Can Tho city. The
results and analysis are presented in next section.
Finally, the study conducted data processing and analyzed the results using IBM SPSS version
24 software.
Results
First, the student information survey, the study collected information about the location of the
educational institution to control the conditions of the existing facilities here:
Table 1. Survey Statistics
SN High School’s Name Gender Total
Male Female
1
2
Binh Thuy 1 12 13
Luong Dinh Cua 7 8 15
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3 Luu Huu Phuoc 4 18 22
Total 12 38 50
With the question Q1, the researcher wants to survey the learning situation and necessary skills
when learning online during the Covid-19 pandemic with ideas based on research by Baticulon
et al. (2021). Questions are scored on a 5-point Likert scale including Strongly disagree = 1,
Disagree = 2, Neither agree nor disagree = 3, Agree = 4, Strongly agree = 5.
Table 2. Results of Analyzing Students' Opinions in Q1
Question Cronbach'
s Alpha Content
Corrected Item-
Total
Correlation
Q1. Students'
learning situation
and necessary
skills when
learning online
during the Covid-
19 pandemic
0.623
Q1.1
In the 2019-2020 school year so far,
the COVID-19 pandemic has caused many
difficulties in my studies.
0.330
Q1.2
I am familiar with and ready to learn
online with software such as Zoom Cloud
Meeting, Google Meet, Microsoft
Teams…when requested.
0.452
Q1.3
I believe it will be easier and more
effective to learn online if you have ICT
skills.
0.536
Table 2 shows that the observed variables have a suitable total correlation coefficient (greater
than 0.3). Cronbach's Alpha coefficient of questions Q1 is equal to 0.623 ≥ 0.6, shows that the
scale meets the reliability requirements, and the questions are suitable for the survey.
Table 3. Statistics for Survey Questions Q1
Questions Strongly
disagree Disagree
Neither
agree nor
disagree
Agree Strongly
agree
Total of
Agree and
Strongly
agree
Q1.
1
Frequency
Percentage
(%)
-
-
-
-
5
10
21
42
24
48
45
90
Q1.
2
Frequency
Percentage
(%)
-
-
-
-
9
18
35
70
6
12
41
82
Q1.
3
Frequency
Percentage
(%)
-
-
-
-
5
10
29
58
16
32
45
90
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From the table above, the results of the comprehensive selection agree and strongly agree over
80% of 50 students. With content Q1.1, students appreciated the necessity of converting
learning to online in the anti-epidemic period and the impact of natural disasters. Since then,
getting used to online learning software is indispensable not to interrupt learning at school and
the need for ICT skills to help students operate more efficiently and effectively when learning
online.
For questions Q2, and Q3, research shows several online learning devices and platforms
referenced from Bui et al. (2020) and adds a few comments to match the current survey.
Question Q2: Which of the following technology devices do you own? (Smartphones, laptops,
PCs, tablet) (can choose multiple options)? With the sample size of 50 observations, 100% of
them use smartphones, 28% use laptops, 4% use tablets, and nobody uses PCs, which shows
that most students have devices to connect to the Internet to support learning, but most are just
smartphones, and very few students use higher devices like laptops and tablets.
Question Q3: On which connection platform do you study online? (Zoom Cloud Meeting,
Microsoft Teams, Google Meet, others) (can choose multiple options)? With 76% and 48%
choosing to study on Zoom and Google Meet, these are two popular platforms that many
teachers choose to use when teaching. It may be because the tools provided meet the needs of
teachers and learners, and it is easy to use and easy-to-use operations.
Question Q4: Which of the following software, tools, and means do you know how to use?
(Shub Classroom, Google Classroom, Google Forms, Microsoft Forms, Gmail, Word; Excel;
PowerPoint) (can choose multiple options)? When learning online, there must certainly be more
support from tools and means outside of class time with teachers to help teachers check,
evaluate, and manage students more quickly. In this question, the number of choices for Shub
Classroom is relatively high, with 78% showing that students are familiar with being managed
in a virtual classroom. In addition, the tools Word, Excel, PowerPoint with 32% and Gmail 30%
Google Classroom 26% are all supporting tools for students to complete their lessons and
submit their assignments with that selection rate. The results are also quite positive because
they gradually approach online learning and master the tools to make learning more effective.
Question Q5: Please rate on the following skills with the scoring method: Master (can instruct
others) = 5 points; Professional = 4 points; Good use = 3 points; Basic use = 2 points; Do not
know use = 1 point. It is a system of more advanced ICT skills for students. In this critical
question, the research of the authors Batez (2021), Kennedy et al. (2008), Kvavik (2005), Umar
and Jalil (2012) have been synthesized into a system of ICT skills for the learning process.
Table 4. Average Value of ICT Skills
Code
Numbe
r
Content Minimum
Maximum
Mean
Std. Deviation
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Q5.1 Word, Excel, Powerpoint 1 5 2.76 .981
Q5.2
Use web browsers to search for documents:
Google Chrome, Mozilla Firefox, Microsoft
Edge, Opera…
1 5 3.72 .948
Q5.3
Using electronic communication devices
(smartphones, laptops...) 1 5 3.60 1.030
Q5.4 Use Gmail or Email to communicate. 1 5 2.92 1.085
Q5.5 Join social networking (Facebook, Zalo...) 1 5 3.54 .952
Q5.6
Using online learning software (ZOOM, MS
Teams, Meet…) 1 5 3.14 .904
Q5.7 Image, audio, and video design. 1 5 2.60 1.161
Q5.8
Know how to select information, secure data
in computers. 1 5 2.86 1.069
Figure 6. The Graph of the Average Value of the Question Q5
Based on figure 6, we can see that the green line is an irregular polygon; there is a disparity
between ICT skills. The mean of the sentences Q5.2, Q5.3, and Q5.5 are above 3.5, showing
most skills in using web browsers; Using electronic communication devices, and participating
in social networking, students often approach because in the digital age 4.0, browsers or social
networking platforms are increasingly popular. Thanks to that, students can both use it for
entertainment and learning purposes, especially online learning. Q5.7 skill in image and video
processing reached 2.60 average values over 50 samples; maybe the image, audio, or video
processing stages are still quite complicated for them to get used to, so they stop at primary
usage.
Question Q6 research wants to investigate some of the benefits students perceive about the
need for ICT skills; the question is scored on a 5-point Likert scale coded like Q1.
0
1
2
3
4Q5.1
Q5.2
Q5.3
Q5.4
Q5.5
Q5.6
Q5.7
Q5.8
Mean
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Table 5. Results of Analyzing Students' Opinions in Question Q6
Question Cronbach'
s Alpha Content
Corrected Item-
Total
Correlation
Q6. Some benefits
of ICT skills for
students.
0.725
Q6.1
Some benefits of ICT skills for
students 0.725 Q6.1 I can use ICT tools to
learn anywhere, anytime, and at the same
time can work in groups with friends, talk
to teachers.
0.532
Q6.2
I can send/receive study materials,
assignments, grades, and watch
instructional videos through ICT tools.
0.525
Q6.3 ICT supports online learning,
bringing efficiency. 0.620
Table 5 shows that the observed variables have a suitable total correlation coefficient (greater
than 0.3). The Cronbach's Alpha coefficient of the Q6 group of questions is 0.725 ≥ 0.6,
showing that the scale meets the reliability requirements, and the questions are suitable for the
opinion survey.
Figure 7. Selection Statistics of Q6 question
Based on figure 7, most of the students agreed with the percentage, respectively 42%; 68%;
50% indicate that ICT tools are beneficial in sending/receiving learning materials in general.
Furthermore, 68% chose to agree and strongly agree with Q6.3; students realize that ICT plays
a vital role in online learning, from which students who have good ICT skills will bring high
academic results.
18%
50%
28%
4%
0%
22%
68%
10%
0%
0%
12%
42%
40%
6%
0%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Strongly agree
Agree
Neither agree nor disagree
Disagree
Strongly disagree
Q6.1 Q6.2 Q6.3
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The research question Q7 wants to investigate the causes of the Lack of ICT skills in learning;
the question is scored on a 5-level Likert scale coded like Q1.
Table 6. Results of Analyzing Students' Opinions in Question Q7
Question Cronbach'
s Alpha Content
Corrected
Item-Total
Correlation
Q7. Please
indicate how
much you agree
about the lack of
skills' reasons for
using information
and
communication
technology (ICT)
in learning.
0.851
Q7.1 I do not want to find out myself. 0.722
Q7.2
I am not sure about the learning
effect of ICT integration. 0.645
Q7.3
I do not know which ICT tool to
choose. 0.693
Q7.4
Lack of training and support
opportunities to acquire necessary ICT
skills.
0.617
Q7.5
Teachers do not have enough time to
integrate ICT into their lessons. 0.602
Q7.6
Lack of infrastructure (i.e.,
computers, machine room, internet). 0.545
Table 6 shows that the observed variables have a suitable total correlation coefficient (greater
than 0.3). The Cronbach's Alpha coefficient of the Q7 group of questions is 0.851 ≥ 0.8,
showing that the scale is magnificent in reliability and the questions are suitable for the survey.
The question is, is there any difference in causes between the two gender of male and female?
Explanatory statement:
● H0: Causes and Gender are not different.
● H1: There is a difference between Causes and Gender.
The results of the Independent Sample T-test through IBM SPSS 24 are given in the following
table:
Table 7.
Group Statistics
Gender N Mean Std. Deviation
Std. Error Mean
Q7.1 Male 12 3.08 1.084 .313
Female 38 2.76 .971 .157
Q7.2 Male 12 2.92 1.084 .313
Female 38 3.45 .828 .134
Q7.3 Male 12 3.42 1.084 .313
Female 38 3.66 .847 .137
Q7.4 Male 12 3.25 .965 .279
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Female 38 3.74 .921 .149
Q7.5 Male 12 3.33 .888 .256
Female 38 3.32 1.068 .173
Q7.6 Male 12 3.67 .888 .256
Female 38 3.47 1.084 .176
Table 8.
Independent Samples Test
Levene's Test
for Equality
of Variances
t-test for Equality of Means
F Sig. t df Sig. (2-tailed)
95% Confidence
Interval of the
Difference
Lower Upper
Q7.1
Equal variances assumed .233 .632 .969
48
.337
-.344 .984
Equal variances not
assumed .914
16.958 .373
-.419 1.059
Q7.2
Equal variances assumed 2.426
.126
-1.794
48 .079
-1.126 .064
Equal variances not
assumed -1.559
15.281 .140
-1.255 .194
Q7.3
Equal variances assumed .931 .339 -.803
48 .426
-.845 .363
Equal variances not
assumed -.706
15.484 .491
-.968 .485
Q7.4
Equal variances assumed .284
.597
-1.579
48 .121
-1.107 .133
Equal variances not
assumed -1.540
17.792 .141
-1.152 .178
Q7.5
Equal variances assumed 1.199 .279 .051
48 .959
-.668 .703
Equal variances not
assumed .057
21.992 .955
-.624 .659
Q7.6
Equal variances assumed 1.964
.167
.559
48 .579
-.501 .887
Equal variances not
assumed .621
22.328 .541
-.451 .837
In the table on Sig. of the sentences from Q7.1 to Q7.6, the test F > 0.05 should accept the
hypothesis H0: there is no difference in the variance of the two populations, then use the results
in the line Equal variances assumed. We also notice that Sig. (2-tailed) of the above six
statements is greater than 0.05, so it can conclude that between the two gender groups of men
and women, there is no evidence of a difference in the selection of causes. For example, in
sentence Q7.5 in the Mean column in the table 7, we see that the average cause selection of the
male group is 3.33, that of the female group is 3.32, this shows that these two values are not too
different, so no difference. Therefore, the addition of ICT skills is essential for children.
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Question Q8: Are you willing to participate in training on skills in using ICT in learning? The
results are shown in figure 8, with the green part representing the willingness to participate in
training on skills in using ICT in learning, accounting for 88% of the choices, which is
something to consider because it is necessary to be met promptly to ensure that students'
learning occurs more smoothly and efficiently.
Figure 8. The Choice of Question Q8
Question Q9: Some of your opinions about the online learning process (advantages and
disadvantages) over the past time. It is an open-ended question to survey students' perceptions
of the advantages and disadvantages of online learning. From there, the study will provide
suitable solutions for students to study online in the context of the Covid-19 pandemic; the data
is analyzed in detail as follows:
Figure 9. Advantages and Disadvantages of the Online Learning Process
Students have been going through online learning for a while; research has also collected
opinions about students' advantages and disadvantages. Regarding advantages, more than 30%
have no opinion; the rest are divided into three distinct advantages of online learning as shown
in the picture, the highest with 22.2% is the comfort of studying at home. Moreover, the
88%
12%
YES NO
0,0%
10,0%
20,0%
30,0%
29,8%
21,3%
12,8%
4,3%
Disadvantages
Difficult to absorb and concentrate
Lack of facilities
Lack of ICT skills
Health is affected
0,0%
5,0%
10,0%
15,0%
20,0%
25,0%
16,6% 19,4% 22,2%
Advantages
Easy manipulation
Lots of self-study time
Comfortable
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advantage of being easy to manipulate and having a lot of learning time is less than 20%. As
for difficulties when learning online, most of the opinions given that students are challenging
to absorb and concentrate more than traditional learning accounts for 29.8%, possibly because
they lack interaction with teachers and classmates as they are not used to taking notes, which is
why it is challenging to absorb knowledge. In addition, some students still have difficulties
when they do not have enough conditions to access online learning, and some other opinions
such as lack of ICT skills and health impacts are also significant obstacles when participating
in online learning.
CONCLUSION
Teachers and students benefit from educational technology because teaching and learning can
occur anytime, anywhere, rich resources in various forms, students have the right to personalize
learning, and teachers attract many students. Students go beyond their place of residence, multi-
dimensional interaction between students-students, teachers-teacher, teacher-student, and
teacher-student-experts promptly.
However, online teaching and learning are still in their early stages for teachers and students
who participated in the survey, and many obstacles exist due to a lack of ICT skills (Baticulon
et al., 2021). Based on the survey results, we recommend that there be skills training programs
for teachers and students in online teaching to respond to the Covid-19 pandemic and continue
developing applied learning models post-pandemic ICT (including Blended Learning Flipped
Classroom... (Nerantzi, 2020). Alternatively, provide instructional materials for teachers of ICT
skills and guide teachers to arrange a time for online support and guidance. Moreover, the
students can get skills which they need to learn effectively online.
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