Exploring the impact of technology-based teaching in learning grade 11 Euclidean geometry

Abstract

This study explored the impact of technology-based teaching on learning grade 11 Euclidean Geometry. The importance of the technology in education has prompted the investigation of the essence of technology-based teaching towards learners’ conceptual understanding and cognitive development. Among the educational resources that can enable technology-based teaching, the current research focused on the effects of utilising the SMART interactive white board as a technology tool. Drawing from the TPACK framework, teacher perspectives were sought to comprehend how the technology-based teaching strategies, skills and resource availability impact towards improvement of learning skills, abilities and cognitive growth. Qualitative research methodology through a single descriptive case study approach was applied to engage six purposively sampled grade 11 teachers from the Tshwane South district in interviews and the observation process. Thematic data analysis strategy was used to analyse data. The current study revealed that adopting technology-based teaching offers teachers a teaching style that increases learners’ technologically inclined learning skills and abilities for enhanced conceptual understanding. Furthermore, technology-based learning environments enable teachers to design effective teaching that equip learners with important abilities that they will utilise beyond the classroom. This study recommends the integration of SMART interactive white board in teaching Euclidean geometry to enhance effective teaching through utilisation of both SMART interactive white-board hardware and software. In essence, effective teaching impacts meaningful learning towards improved conceptual understanding.