Integrating Technology in Teaching and Learning
Mathematics
Paulina Pannen
[email protected], [email protected]
Directorate General of Higher Education
Ministry of Education and Culture
Indonesia
Abstract: With the rapid development of ICT and its ramification in our world, especially education, can we envision
how will education look like in the future, especially in Indonesia, and in the teaching and learning of mathematics?
Employing Zappa’s Envisioning The Future of Educational Technology (2013) and NMC Horizon Report 2014 K-12
Edition, this paper will reflect on the effort of ICT integration in teaching and learning, especially in the teaching and
learning of mathematics, in Indonesia. Taking stocks of the existing Government’s policy on ICT and ICT in Education,
also of the facts and figures of Indonesia’s ICT profile, this paper discusses initiatives, practices, and studies on ICT in
Education, integration of ICT in the teaching and learning of mathematics, what technology and how to integrate in the
teaching and learning of mathematics, and some future prediction on the evolution of teaching and learning due to
emerging technologies.
1. Introduction
ICTs have become one of the essential pillars of modern society, therefore, the mastery and
understanding ICT basic skills and concepts is imperative. With the rapid development of ICTand
its ramification in our world, especially education, can we envision how will education look like in
the future, especially in Indonesia, and in the teaching and learning of mathematics? 10 years ago,
smartphones were luxury, and tablets did not even exist. This rapid development is also combined
with our internal challenges to implement the 2013 Curriculum, which calls for reform in teaching
and learning practices. How these challenges impacts mathematics teachers in Indonesia?
Employing Mike Zappa’s (2013) Envisioning The Future of Educational Technology
(http://envisioning.io/education/) and NMC Horizon Report 2014 K-12 Edition
http://cdn.nmc.org/media/2014-nmc-horizon-report-k12-EN.pdf, this paper will reflect on the effort
of ICT integration in teaching and learning, especially in the teaching and learning of mathematics,
in Indonesia.
2. Policy
The use of ICT in teaching and learning has been encouraged in Indonesia, despite the fact that
access to ICT has not been distributed equally to all teachers and students, and schools across
Indonesia. The connection (broadband, ISP, etc.), acquisition of hardware (which depends on
institutional and financial support), software, and human ware are not yet of equal availabitiy yet.
The Government of Indonesia has made serious effort to provide access to ICT – in terms
hardware, softwares, and infrastructure to all education institutions for more than two decades.
Change is happening incrementally, but these adjustments will need to be intensified and massified
at comparable speed with the technology development.
The policy on ICT in Education was part of the the 2001 Presidential Decree on Telematics. Later,
issued in 2003, the Law of National Education states ICT as one modality to deliver education both
in face-to-face education as well as in a distance education environment. In 2005, the Law on
Teachers and Lecturers promotes ICT competency for teachers and lecturers as part of
professionalism. In 2006, 441 ICT centers were established in vocational and general high schools.
E-dukasi.net is one ICT based program which was then developed by Center for Information and
Communication Technology for Education (Pustekkom) to offer multimedia and web-based
materials for students of grade 7 to 12, and for vocational schools. Materials for school subjects are
completed with exercises and tests.
In year 2006 National ICT Board has prioritize E-education as one of its flagship program
(Nandika, 2007). The introduction of ICT to schools has since been carried out by various parties,
involving both private and public agents. Further, the national education network (National ICT
Backbone) and information system (Jardiknas & Inherent) were also established to serve integrated
educational services in provinces, cities, universities, and schools. In parallel to these development,
there is also growing interest in open and distance education which was marked by the
establishment of Universitas Terbuka in 1984 – mainly serving in-service teachers and teachers’
qualification upgrading and establishment of open junior high school and open senior high school;
the use of open educational resources, ICT based distance education for teachers (HYLITE), and
ICT-based resource sharing and collaboration (e-books, e-journals, e-library).
3. Facts and Figures
As an archipelago Indonesia covers 5,193,252 square kilometers of 17,508 islands with three time
zones. It has 80,000 kilometers of shoreline and is the fourth most populous country in the world
with an estimated 253,899,536 population. The population represents more than 500 ethnic groups.
The country is demographically unique and different, and geographically vast with its people
practicing different cultures and traditions.
Picture 1. Map of Indonesia
About 88 percent of Indonesians are Muslims. The rest are Christians (8 pct), Hindus (2 pct) and
those of other religions (2 pct). Hence, Indonesia is thus the world’s most populous Muslim-
majority country. Jakarta, the capital city of Indonesia is also the most populous in Southeast Asia
and the 13th most populated city on earth. The official metropolitan area is populated by more than
28 million people.
The country is characterized by four core problems: diversity, disparity, scalability, and
sustainability (Nizam & Santoso, 2013). Its diversity results from having more than 300 ethnic
groups speaking more than 500 languages and dialects. This only means that every district is
unique and different from each other. The imbalance in physical development of the country
through the course of history contributes to disparity.
Despites the problems, ICT in Indonesia is developing rapidly. Lukman (2013) states that
Indonesia sees as many as 41.3 million smartphone and 6 million tablet owners by the end of 2013
and that the number is predicted to increase to 103.7 million smartphone and 16.2 million tablet
users by 2017. Meanwhile, there were 74.6 million Internet users, that is, around 25% percent
penetration rate. Out of these, 80% are Facebook subscribers. Almost half of Indonesian netizens
are below 30 years old, while those above 45 years old make up 16.7 percent of Indonesian
netizens. About 86 percent of the netizens access the Internet using smartphones and spend between
IDR 50,000 (USD5) and IDR 100,000 (USD 10) monthly for Internet access. They mostly go
online to socialize (38 percent), chat (28 percent), listen to music (21 percent) and play games (19
percent). About 17 percent are reading content. The majority of these internet users tend to come
from those living in cities and large towns.
4. ICT in Education
Schooling in Indonesia covers around 290.000 schools, 51.3 million students, and 3.7 million
teachers, with learner to computer ratio of 136 students for one computer. The use of computers in
school started primarily for administrative purposes. Several schools, especially private ones and
those in large cities, have developed school websites for promotion and communication between
school and its community. However, the application of ICT to teaching-learning activities is
prevalent in few schools, usually only international schools or branches of foreign school systems.
A survey conducted by the Centre for Information and Communication Technology in Education
(PUSTEKKOM) of schools in Jakarta found the use of ICT in Indonesian schools has been part of
the curriculum at all school level. Although there is no specific hours dedicated at primary level,
there are about 5-10 hours dedicated for ICT learning in junior and senior secondary school (UIS,
2014). In 2013 curriculum, the use of ICT has been integrated across subjects, thus it is inherently
integrated instead of a mere standalone course. Regardless the increasing internet penetration rate
and use of ICT gadgets and social media, the use of ICT in education, especially in teaching in
learning is considerably low, along with low supporting infrastructure (UIS, 2014).
The use of ICT has followed different stages since early years in the early 2000 up to the present
years, but mostly indicates that ICT is being used as enhancement to the traditional face-to-face
learning as follows:
Picture 2: Stages of ICT use (Adapted from Pannen, 2009)
The stages depict the incremental progression of the use of ICT as a tool for teaching and learning,
from the most simple to the presently most sophisticated use and from single media to the
integrated multimedia use to enhance and facilitate what is essentially a face-to-face teaching and
learning. From the perspective of teachers, this progression has usually been the case when ICT
use is at the (newly) emerging and/or applying stages, instead of infusing or transforming level. The
infusing and transforming level usually involve teachers’ use of ICT in all aspects of their
professional life, and daily life, beyond school. A number of research have been conducted based
on this framework and resulted in a general consensus that the use of ICT in teaching and learning
brings about positive benefits in student learning (Wahyudi, 2008). A study by Harrison (2002) also
provides concrete evidences of ICT having an impact on teaching and learning in the classroom.
The global movement of 21st Century learning as well as the 2013 Curriculum in Indonesia have
called for more strategic use of ICT in teaching and learning: an ICT-based teaching and learning,
where ICT is no longer a mere facilitator to teaching and learning (ICT-supported teaching and
learning or ICT-enhanced teaching and learning), but an integrated component of teaching and
learning in various subjects. The questions arise from teachers then: What exactly is the potential of
ICT for learning and teaching, how to exploit this potential in education, especially mathematics
education, does digital technology really work?
When designed properly, there are numerous potentials uses of ICT in education. As an integrated
component of teaching and learning, ICT allows learning experiences which are innovative,
accelerated, enriched, and deepened the skills acquisition, motivating and engaging and relating
school experience to work practices and authentic context. The integration of ICT can help teachers
and students to embark on the student-centered learning instead of content-oriented or teacher-
centered learning. Microsoft (2014) elaborates that ICT use in teaching and learning is potential at
developing self-regulation, collaboration, knowledge construction, real-world problem-solving and
innovation, and skilled communication. These potentials uses of ICT in education indicate that the
simple use of ICT as a tool in teaching and learning is no longer adequate, and thus creative and
innovative strategy on the use of ICT is called for.
NMC Horizon Report 2014 K-12 Edition by Johnson, et.al. (2014) has summarized the strategy of
creating creative teaching and learning through the use of ICT as depicted in the following picture:
Picture 3: Creative Classroom Framework using ICT
(http://cdn.nmc.org/media/2014-nmc-horizon-report-k12-EN.pdf)
The use of ICT has enabled teachers to be innovative and creative in developing content and
curricula through the use and production of cross and trans-disciplinary open educational resources,
to be employed in meaningful activities which challenges students’ emotional intelligence. It also
enables teachers to innovative and creative evaluator and assessor of learning outcomes, to employ
engaging assessment format, various formative assessment, and to recognize prior learning
experience. The use of ICT plays key role in innovative and creative learning practices to allow
students to learn by exploring, by creating, by playing, by self – regulating, by personalized
learning, and by peer collaboration. It also plays important role in innovative and creative teaching
practices to include the teaching of soft skills, to cultivate individual strengths, to cater multiple
learning styles, and to accommodate multiple modes of thinking. The next important role of use of
ICT in teaching and learning is the connectedness, making a classroom has no longer brick walls
boundary; it opens the window to the world.
All strategies have been extensively integrating ICT into education, even turning the class into a
different form, i.e., the blended learning form, where face-to-face teaching and learning is no longer
the most dominated mode of learning. The most recent strategy which integrates ICT into teaching
and learning has been the so-called “flip-learning”. Examples of this flip-learning have been
demonstrated by the Khan Academy (http://www.edutopia.org/khan-academy-discovery-lab-
blended-learning-video). The Khan Academy provides numerous learning content – in multiple
forms, which students or teachers can download and then learn at their own place, time, and pace,
before the face-to-face meeting. Thus, the face-to-face meeting that follows will be used mainly for
discussion, simulation, practices, or creation of learning products. As such, the low level learning –
memorizing and understanding of learning content can be done at home, prior to the meeting. The
meeting at school becomes important session as student will be engaged highly in higher order
learning through various meaningful activities.
In Indonesia, a portal similar to Khan Academy is available, i.e., the EdukasiNet and Rumah
Belajar. In addition, teachers are welcome to use other sites, as well as Khan Academy itself, to
enrich their learning materials, based on the learning outcomes and basic competencies to be
achieved. What is needed, then, is the creativity of the teachers to mix and match the rich learning
resources available into the teaching and learning process and implement an ICT-based teaching
and learning.
In general, the use of ICT in teaching and learning has implications for how teaching is planned and
carried through. With the use of ICT, there is need for new approaches to the teaching, new tasks
and problems for the students to work on and perhaps new ways of working and learning together.
To be able to integrate ICT in teaching and learning, to use ICT properly and creatively, teachers
are expected to believe in the effectiveness of ICT as has been proven by numerous studies.
Further, teachers should believe that the use of technology will not cause any disturbances in their
teaching and learning, on the other hands it will make the teaching and learning more meaningful,
fun, and efficient. Finally teachers should believe that they have control over technology, as
nothing could replace the role of the human touch of a teacher as a learning designer. Johnson
(2014) states “What is the role of a teacher in such a scenario? …we need to put aside the
traditional knowledge acquisition model. The main effort of teaching shifts to designing learning
environments” that enable the students to realize on their own what they "need to know" in order to
to achieve certain competencies.
Many research and studies show that most teachers do not make use of the potential of ICT to
contribute to the quality of learning environments, although they value this potential quite
significantly, because of their beliefs which are contradictory to the expected (Amin, n.d.,
http://www.nyu.edu/classes/keefer/waoe/amins.pdf). According to MNC Report 2014, key to
nurturing the new role of teachers and developing the teachers’ belief in the use of ICT is providing
them with plentiful opportunities for professional development, to allow upskilling and reskilling.
5. Integration of ICT in the Teaching and Learning of Mathematics
ICT has been considered an essential tool for learning mathematics in the 21st century. The
National Council of Teachers of Mathematics (2008) states that schools must ensure that all their
students have access to technology. Hoyles & Lagrange (2010) express that “…digital technologies
were becoming ever more ubiquitous and their influence touching most, if not all, education
systems”.
Drijvers, Boon and Van Reeuwijk (2010) distinguishes three main didactical functionalities for ICT
in the teaching and learning of mathematics: (1) the tool function for doing mathematics, which
refers to outsourcing work that could also be done by hand, (2) the function of learning
environment for practicing skills, and (3) the function of learning environment for fostering the
development of conceptual understanding, as depicted in Picture 4. Meanwhile, Amarasinghe and
Lambdin (2000) add another aspect of the use of ICT in the teaching and learning of mathematics,
i.e., to integrate mathematics with authentic context for a meaningful and contextual learning.
Picture 4: Function of ICT in Mathematics Education
Rahman, Ghazali, and Ismail (2003) describe the main purpose of mathematics teaching and
learning as to develop the ability to solve a wide variety of complex mathematics problems. The
process of problem solving involves understanding the problem, devising a plan or solution based
on deductive or inductive analysis and mathematical model, implementing the plan and looking
back (examining the solution). The skills required for these process includes communicating and
expressing ideas through symbols, tables, diagrams, and other mathematical illustrations; and
mathematical characters – curiosity, motivation, and interest in learning mathematics; resilience
and confidence in using mathematics to solve problems (Wardhani & Sutanti, 2008). Karnasih
(2008) explains the objectives of the teaching and learning mathematics, i.e., to achieve the
mathematical power to include competencies in mathematical communication; mathematical
reasoning; mathematical problem solving; mathematical connections; and positive attitudes towards
mathematics as depicted in the Picture 5.
ICT is able to provide strong support for all the above-mentioned requirements and there are now
many outstanding examples of world class settings for competency and performance-based
mathematics curricula that make sound use and integration of ICT in the teaching and learning
process. The fact is that ICT in various form of its technology has been used for the teaching and
learning of mathematics for more than 35 years as quoted by Pustari (2014). Mathematical
softwares have been the most ICT used in the teaching and learning of mathematics.
Ekawati (2008) states that integration of ICT in the teaching and learning of mathematics has been
able to increase students motivation in learning mathematics, allows individual learning based on
individual learning style and pace, and it has been excellent in increasing the cognitive and
affective skill as compared to the traditional teaching and learning process. Technology saves time
and gives students access to powerful new ways to explore concepts at a depth that has not been
possible in the past. Weaker students often are better able to succeed with the help of ICT since
they can do more exercises; and drills and practices at their own pace, and based on their individual
learning styles.
Wahyudi (2008) states that the challenge for schools and teachers is not whether they use ICT or
not but how they use it. ICT must not be considered as a mere technological tool, but it must be
linked to educational goals, objectives, and learning outcome to be effective. Furthermore, it has to
be well designed into the teaching and learning process – it should be well integrated. Thus, the
use of ICT has specific designated function to achieve a certain learning outcome in the learning
process.
According to Wahyudi (2008), using ICT in mathematics classroom provide ample learning
opportunities for the students at all stages of learning – in the introduction, information presentation
and acquisition, as well as assessment and evaluation stage. First, the ICT enable students to learn
from feedback. The computer (ICT) often provides fast and reliable feedback which is non-
judgmental and impartial. This can encourage students to make their own conjectures and to test
out and modify their ideas. Secondly, the ICT (e.g. computers and calculators) enables students to
produce many examples when exploring mathematical problems. This supports their observation of
patterns and the making and justifying of generalizations. Thirdly, the ICT help students to see
pattern and connection. The computer enables formulae, tables of numbers and graphs to be linked
readily. Changing one representation and seeing changes in the others helps students to understand
connections between them. Fourth, the use of ICT allows students to work with dynamic images
that cannot be done within traditional teaching. Students can use computers to manipulate diagrams
dynamically. This encourages them to visualize the geometry as they generate their own mental
images. Fifth, using ICT (e.g. computers) enables students to work with real data which can be
represented in a variety of ways. This supports interpretation and analysis that lead students to
higher order thinking skills.
6. What technology and how to integrate in the teaching and learning of
mathematics?
Changes brought by the integration of ICT in the teaching and learning of mathematics can be seen
at two levels: ICT for learning mathematics, and new strategy for teaching mathematics with ICT.
When a teacher uses ICT for learning mathematics, s/he can still design the teaching in an old-
fashion way of face-to-face classical teaching, thus ICT is a mere technological tool which can
assist students to learn, to do drill and practices, to do exercises on certain concepts in mathematics.
In this context, As Pustari (2014) states, mathematical softwares have been the most ICT used in
the teaching and learning of mathematics, e.g., Geogebra, Autograph, Maple, Mathematica,
MathLab, WolframAlpha, Desmos graphing calculator, Microsoft Mathematics, etc., whether it is a
free software or paid ones. In addition, there are also mathematical contents being offered online,
and enable teachers to use them in the teaching and learning process, or students to download or
directly learn from it at their own time and pace, e.g., Khan Academy, m-Edukasi, Rumah Belajar,
Youtube, classroom2.0, IXL, etc.
Picture 6: Mathematics Softwares and Contents from the Internet
When a teacher uses ICT to enable her/him to employ new strategy of teaching mathematics,
students will eventually learn mathematics using ICT, as modeled by the flip learning strategy.
Thus, with the availability of the mathematical softwares, the teaching and learning of mathematics
can be designed differently and creatively, allowing both students and teachers to take advantage of
the ICT enabled learning. My favorite websites for teaching and learning strategies have been
EmergingEdTech (http://www.emergingedtech.com) and Edutopia (http://www.edutopia.org).
Both these sites are sharing ideas on how to teach using various new teachnologies, new emerging
technologies, and also new softwares/programs to teach specific content.
Picture 7: EmergingEdTech and Edutopia
There are many other resources available in the internet that mathematics teachers can use.
Carefully selected and designed, these resources can transform the teaching and learning
mathematics in any classroom or even beyond classroom. Following is an array of softwares that
can be used to foster collaboration in any learning process.
Picture 8: Collaboration games, tools, softwares
In addition, there are also examples of the teaching and learning of mathematics using ICT, such as
the ones provided by http://www.pil-network.com/Resources/LearningActivities. These examples
were demonstrating strategies, tips, and techniques of teaching and learning of mathematics which
teachers can replicate or adapt to their own needs in their teaching.
With the abundance of resources available for both teachers and students in teaching and learning
mathematics, specific skill is required for teachers and students to be able to select and adapt the
resources into their own teaching and learning process, i.e., the so-called “information evaluation
skill”. This skill will equip teachers and students to select carefully the resources from various
perspectives, including validity of the concept or information, the breadth and depth of the
information, the language, communication and presentation style, and also the visual presentation
(image, animation, navigation, domain composition, etc.). This skill is important to assure the
quality of the software/games/presentation (video, etc.) that is being selected for the teaching and
learning of mathematics is valid, reliable, and of high quality – it matches the learning outcome,
does not contain prohibited materials or images, and suitable for the teaching and learning of
mathematics at the intended level for the intended audience.
7. Into the Future
According to Daly (2013), the future of learning with ICT is about access, anywhere learning and
collaboration, both locally and globally. Teaching and learning process is going to be social
activities. Access will open the door for both teachers and students to the rich and abundance
educational resources available in the internet. Learning can take place in the classroom as well as
beyond. Face-to-face meeting will be important for assessing and confirming students
understanding through discussion with teachers, project and group activities with their peers.
However, virtual learning through the internet is also of high importance where students will gain
more information from their network – virtual teachers, virtual peers, etc. This arrangement will not
be possible one or two decades ago, without the presence of ICT in its various forms.
The NMC Horizon Report 2014 K-12 Edition claims that the development of technology in
education will be BYOD, Cloud Computing, Games and Gamification, Learning Analytics, The
Internet of Things and Wearable Technology.
BYOD refers to Bring Your Own Devices or Bring Your Own Technology (NMC, 2014).
As such, the school does not have to provide personal devices anymore. BYOD is still rare
in Indonesia, except in big cities where students can afford to have their own devices.
Nevertheless, there is also constraining school regulation which does not allow students to
bring smartphone or personal mobile phone into the classroom, since some teachers still
consider those gadgets as disruptive to the teaching and learning process.
Cloud Computing refers to expandable, on demand services and tools that are served to the
user via the Internet from specialized data centers and consume almost no local processing
or storage resources. Cloud computing resources support collaboration, file storage,
virtualization, and access to computing cycles (NMC, 2014). Using the cloud, school does
not need big server on its own, students may not need to carry flash storage anymore.
Everything can be stored in the cloud, to be available anywhere, anytime, and by anybody.
At present, cloud computing is gaining its popularity in Indonesia, especially in higher
education institution and government and private offices.
Games and gamification. According to the NMC Report (2014), the gaming industry is
producing a steady stream of games that continue to expand in their nature and impact —
they can be artistic, social, and collaborative, with many allowing massive numbers of
people from all over the world to participate simultaneously. The cognitive, motivational,
emotional, and social impact video games on human behavior have also been highlighted.
Gamification refers to the integration of gaming elements, mechanics, and frameworks into
non-game situations and scenarios for training and motivational purposes, potentially for
teaching and learning. In Indonesia, availability of games has also been increasing. The
use of games in teaching and learning has been research sporadically, and also studied by
SEAMOLEC. Apparently, it still needs some more time to gain support from educators to
allow students effectively learned from a well-designed game.
Learning Analytics is an educational application of web analytics, a science that is
commonly used by businesses to analyze commercial activities, identify spending trends,
and predict consumer behavior, but currently is being use in education. The aims is for
learner profiling, especially about individual student interactions in online learning
activities. In Indonesia, much of this has been implemented in higher education institutions
offering e-learning courses in a face-to-face setting as well as distance education mode.
The Internet of Things is a network of connected objects that link the physical world with
the world of information through the web. This application is still far from the world of
education in Indonesia.
Wearable Technology refers to devices that can be worn by users, taking the form of an
accessory such as jewelry, sunglasses, a backpack, or even actual items of clothing such as
shoes or a jacket. A number of devices have been popular in Indonesia, especially the
smartphone bangle/watch, and sport devices for bikers and walkers.
From the so many developments predicted by NMC in K-12 teaching and learning, there is only a
few that has been used and implemented or integrated into the teaching and learning process in
Indonesia. It means that teachers in Indonesia have a lot to anticipate what will be coming soon
into their door steps and transforming their teaching and learning practices.
Further to NMC’s prediction, Zappa (2013) attempts to organize a series of emerging technologies
that are likely to influence education in the upcoming decades. Despite its inherently speculative
nature, the driving trends behind the technologies can already be observed, thus it is a matter of
time before these scenarios start its way in our education environments. The following infographic,
designed by Michell Zappa of Envisioning Tech, examines a few other technologies that could play
an important role over the next 30 years (http://www.envisioning.io/education/).
At present stage, according to Zappa, technology is fixed and centralized in a computer lab or
classroom. This illustrates precisely the use of ICT in the teaching and learning of mathematics in
Indonesia today, ICT is still being used relatively fixed to the teaching and learning in the
classroom, instead of taking advantage of its mobility capacity. Gamification and opening of
information which indicate the ubiquitous nature and mobile use of technology have been starting
along with digitalization of classroom which allows students to do virtual collaboration. Although
not as advanced as Singapore or Australia, these trends are already starting in Indonesia, especially
in the big cities. Imperative efforts from Government to facilitate this movement to take place
more evenly including the remote areas of Indonesia is needed.
With Zappa’s prediction, 10-30 years from now, teaching and learning and classroom will be quite
different from the way it is today. There will be mass adoption of various forms of technology to
leverage expert resources and connectivity. Significant numbers of learning activities are moving to
individualized, just-in-time learning, and collaborative approaches. There will be a transition from
classroom teacher-centered to hybrid or blended learning that combines e-learning components
with less-frequent face-to-face class meetings. Assessment of learning will take into account more
individually-oriented learning outcomes and capacities that are relevant to subject mastery and
global competency. Teachers will hold a significant role as learning designer – incorporating the
available resources into meaningful (virtual) learning experiences for students across the
geography. At this point, we would be better readying ourselves as educators to anticipate this
transformation, by transforming first ourselves.
Picture 9: Zappa’s Envisioning the Future of Education Technology
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