Mapping multimodal affordances of the interactive whiteboards into teaching of Grade 11 Mathematics content: A case study of five Gauteng township secondary schools

Abstract

Technology penetration in Gauteng township secondary schools was brought to improve teaching practices which could stop learners from becoming victims of the education system. The study presents findings from five schools where Interactive White Boards were introduced as one of the technologies which could improve teaching and learning. A pragmatist lens was used to understand how teachers’ preparedness and attitudes affect the effectiveness of using Interactive Whiteboards into the teaching of grade 11 Mathematics content. The study used a mixed method research design to gain knowledge from data produced from 10 teachers. The study is lensed under The Unified Theory of Acceptance and Use of Technology (UTAUT) model which served as an integral theoretical foundation for this research. The UTAUT model which guide users on the intentions to use a technology was reviewed and interrogated based on the context of the research study. Experience was redefined in relation to the UTAUT model, and a new model emerged as Teacher Preparedness and Usage of IWB model. The findings reveal that teacher preparedness cannot be attributed to a single factor. The human and non-human characteristics contribute to how we interact with the world. Teachers carry different attitudes towards IWB usage. Evidence from this study showed that those with high experience had similar challenges of integrating IWB into Mathematics content as novice teachers. Although teachers applied constructivist principles, they did not innovatively use the IWB to teach Mathematics, resulting in disorganised teaching approaches. Their teaching approaches are limited to the classroom experiences, with no intentions to engage learners outside their school environment. A blended teaching approach which encourages inclusivity and social presence was lacking and as such, constant interaction and collaboration in and outside the classroom could not be realized. The study also recognizes that teacher preparedness in technology education remains a challenge in Gauteng schools because teachers lack pedagogical skills of integrating IWB into Mathematics content. Considering teachers’ unpreparedness in using IWB to teach Mathematics, the study proposes a teacher preparation for IWB integration within Mathematics content framework which could assist policy makers to follow when a new technology is introduced for teaching and learning. The flexibility of the framework makes it adoptable at different phases of the ICT initiative because it guides initiators and implementers of Mathematics curriculum within a digital sphere. The study recommends therefore that a feasible study is necessary for any ICT initiative to avoid recurring mistakes. Where ICT training is provided, it must be contextualized, systematic and aligned to teachers’ subjects. Otherwise, teachers will continue to struggle in their attempt to integrate ICTs into the curriculum because the initiative itself lacks structural systems for technology implementation.