Developing the usage index for teaching with technology: A case study for Motheo district, South Africa

Abstract

Virtual reality has taken the world by storm over the past decade where learners are allowed to gain experiences that are not possible with ordinary teaching methods. The interactive technological devices such as GeoGebra have made Euclidean geometry easy to understand by learners. The current study aimed to investigate the use of technology in the teaching of Grade 12 Euclidean geometry. This study used a four-dimensional model for teaching with technology in the investigation. All responses were averaged and normalised to produce an index for the measurement of the effective technology use in teaching of Euclidean geometry in Grade 12. The learning style of students contributes significantly to the use of technology in classes, particularly the audio-visual learning style. Bloemfontein showed a high number of learners ready to be taught through technology. However, this is in opposition to the teachers in terms of their age groups and enthusiasm to use technology. In Botshabelo and Thaba Nchu areas that were previously resource-disadvantaged, the current government has ensured that technological teaching resources are available where unfortunately their usage is not satisfactory, ranging from ‘maybe used’ to ‘less use of technology’ in teaching of Euclidean geometry in classroom. The authorities are therefore advised to hold technology workshops for senior teachers, reduce class sizes and tighten security in schools to avoid connecting and disconnecting of technological devices from one classroom to another to avoid wastage of teaching time.