Exploring teachers’ views on utilising digital technology to teach grade 11 Euclidean geometry

Abstract

Digital technology is recommended by researchers to have the potential to support the effective teaching of Euclidean geometry for meaningful learning. However, the availability and reliability of digital technologies, training, and support of teachers on utilisation of digital technology were regularly mentioned as factors influencing teacher’s effective integration of digital technology in teaching. This study is interpretivist inclined qualitative, descriptive single case study that explored teachers’ views on utilising digital technology to teach grade 11 Euclidean Geometry. Technological Pedagogical Content Knowledge (TPACK) as integrated into network society theory, underpinned the study. The Network Society Technological pedagogy and content theory (NetSo – T) emerged as a framework of focus in this study. The research process comprised of document analysis of NSC diagnostic reports, observations, one-on-one, face-to-face and focus group interviews were used to engage the participants. Nine grade 11 teachers from eleven schools in Ekurhuleni North District, Gauteng province of South Africa were purposively sampled as participants of the current study. The content analysis method was used for data analysis. The findings revealed that (i) mathematics classrooms are equipped with some digital technology resources including smartboards, interactive whiteboards, laptops, projectors regardless of the schools’ location; (ii) the mathematics teachers possessed relevant skills and practices of utilising digital technology to teach Euclidean geometry (iii) teachers perceive the utilisation of digital technology to teach as useful in relation to time efficiency, accuracy in drawing the geometric diagrams, recording for future reference, and accessing more content online, and (iv) challenges towards efficient utilisation of digital technology in teaching Euclidean geometry include regular electric power out-ages, insufficient training on the utilisation of digital technologies to teach and limited resources that must be shared. This study emphasises that there is a need for more training and support for mathematics teachers on how to utilise digital technologies for teaching mathematics. Furthermore, the current study argues that teachers’ networking with other communities of learning within and outside their schools strengthen the possibility of effective utilisation of digital technology in teaching Euclidean geometry. The training and support of teachers on the utilisation of digital technology for teaching Euclidean geometry effectively remain the key element for teacher empowerment. In addition, a focused and content specific training on the utilisation of digital technology is needed more than the general usage and operation of the gadgets.