Mathematics Teacher Educators’ Experiences of Using Technology-Based Instruction in South Africa

Naidoo, Jayaluxmi

doi:10.1007/978-3-030-82723-6_7

Cited by 1 publication

(2 citation statements)

References 16 publications

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“…The Fourth Industrial Revolution (4IR) is best explained as the integration of technology, computers and the physical world to create a comprehensive united society that has transformed our existence [27]. Research [3,[28][29][30] proposes that the 4IR depends on technology, the Internet of Things (IoT), technology-based platforms, robotics, technology-based tools, artificial intelligence (AI), technology-based devices and virtual reality (VR). Technology is essential to education and has transformed all levels globally [31,32].…”

Section: Higher Education In the Fourth Industrial Revolution Eramentioning

confidence: 99%

“…In the era of the 4IR, lecturers and students must adapt to integrating technologybased devices, platforms and tools for teaching, assessing and learning [2]. Technology is transforming rapidly, and research [3,4] shows that technology-based teaching methods can support the face-to-face contact-based teaching methods typically used at educational institutions. Educational environments that embrace the 4IR encourage teaching, assessing and learning that supports collaboration, group work, peer teaching, critical thinking and interactive problem-solving techniques while using technology-based devices, platforms and tools [5][6][7][8].…”

Section: Introductionmentioning

confidence: 99%

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Embedding Sustainable Mathematics Higher Education in the Fourth Industrial Revolution Era Post-COVID-19: Exploring Technology-Based Teaching Methods

Naidoo

Reddy

2023

Sustainability

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Higher Education Institutions have adopted technology-based teaching methods to prevent the spreading of the contagious coronavirus (COVID-19). In the Fourth Industrial Revolution (4IR) era, technology-based teaching methods are indispensable for scaffolding teaching, learning and assessment. Mathematics is an important discipline in education, and provides a basis for problem solving, critical thinking and analytical skills, which is important to consider when focusing on sustainability. Thus, to add knowledge to the field about integrating technology-based teaching methods in mathematics, Higher Education environments during and post-COVID-19 need to be interrogated. This added knowledge is be valuable in the 4IR era post-COVID-19 for sustaining mathematics in Higher Education. This study explored participants’ experiences, views, implications and suggestions for technology-based teaching methods for mathematics. These participants (N = 45) were postgraduate students and mathematics school teachers at the research site in KwaZulu-Natal, South Africa. The research location for this qualitative study was a South African Higher Education Institution, and the study was conducted during the COVID-19 pandemic. The Community of Inquiry theoretical framework and the Substitution, Augmentation, Modification and Redefinition (SAMR) theoretical model guided this study. Participants were invited to two interactive online workshops. At these workshops, participants were introduced to different technology-based teaching methods. Then, they were invited to individual online interviews. The findings of this study suggest important experiences, views and suggestions for using technology-based teaching methods in Higher Education mathematics contexts in the 4IR era. These findings provide important implications and further research possibilities for embedding sustainable mathematics in Higher Education in the 4IR era, post-COVID-19.

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