![]() ![]() The ERT environment differs from country to country and even from institution to institution. At many institutions, ERT offerings included employing learning management systems (LMS), procurement of devices for students who did not have access to computers, and providing free data for accessing the course material to ensure that online learning did not become prohibitive to students and educators in terms of affordability (Engelbrecht et al., 2020b). ERT has been described as “a temporary shift of instructional delivery to an alternate delivery model due to crisis circumstances” (Sulistyani et al., 2021, p. Learning and teaching in this new normal is referred to as emergency remote teaching (ERT) (Chirinda et al., 2021). They had to live with this reality, which is now referred to as ‘a new normal’ (Engelbrecht et al., 2020b). ![]() Students were in remote locations off campus, and teachers connected with them using technology. The education community had to rely on digital technology to conduct lessons and other teaching and learning activities. Educators and students on all levels of education had to make drastic changes to the traditional face-to-face teaching and learning approach, working and learning from home. The global Covid-19 pandemic, however, widely affected education across the world and unprecedented scenarios, that required expeditious responses, had to be addressed (Chirinda et al., 2021 Engelbrecht et al., 2020b). ![]() The nature of mathematics, its capacity to compress information into abstract and usable forms, makes it ideal for a face-to-face teaching environment (Khirwadkar et al., 2020) in which educators unpack mathematical concepts for students using problem solving, inquiry based teaching, or collaborative strategies (Khirwadkar et al., 2020). ( 2010), particularly focusing on how it can support conceptual understanding of mathematical ideas. The history of using educational technology in the teaching of mathematics through centuries (for both computation and representation) was outlined by Roschelle et al. They need to learn how to utilise different digital instructional tools for their practice. Mathematics educators need to be abreast of the possibilities of digital technology applications (NCTM, 2020). Every aspect of mathematics education is also influenced by this development, what and how mathematics is taught and learnt, and how it is assessed. The development of digital technologies is seen as a significant event of the current century, which impacts on the preparation of teachers in using appropriate and integrated educational technology in their teaching (Marpa, 2021). ![]() Participants emphasised the importance of using educational technology meaningfully as a cognitive tool that allows for learners to learn with the technology and not from the technology, which impacts on the importance of learner-centred teaching strategies and the development of high cognitive level interactive learning activities. Our findings show that participants experienced their exposure to technology as creating an environment they foresee will have a lasting impact on their teaching practice. We conducted an explorative survey study, employing an enactivist approach, to investigate their experiences of addressing procedural and conceptual aspects of mathematics education, as well as their observations of learners’ reactions to these changed practices. In this research we considered the positive impact of the situation during the pandemic on these mathematics teachers’ practice, as well as their conceptualisation of the way forward for technology enhanced mathematics education. During this time, a group of teachers were involved in a specialised computer integrated education course, preparing them for the design and implementation of technologically enhanced modes of teaching. The Covid-19 pandemic and subsequent national lockdown in South Africa induced a rapid, albeit challenging, implementation of blended learning (with a strong online focus) at all educational levels. ![]()
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