Enhancing the use of tablets in teaching Grade R mathematics among ECD pre-service teachers at a TVET College in Gauteng

Abstract

This study aims to design a strategy for enhancing the use of tablets in teaching Grade R mathematics among Early Childhood Development (ECD) pre-service teachers at a TVET college in Gauteng. The study adopted the posthumanism theoretical framework. According to Valera (2014:481), posthumanism is a total contamination and hybridization of human beings with other living beings and technological machines. In addition, posthumanism is not structured as the only appropriate philosophical reflection but as a form of narrative that originates from specific requirements, which are primarily human and disclose its deep anthropogenic roots. Furthermore, posthumanism questions the exceptionalism of humankind's foundation of the role of humans that is constructed in modernity (Bayne, 2018:1). The study focuses on designing a strategy for enhancing the use of tablets in teaching Grade R mathematics among ECD pre-service teachers at a TVET college. It explores the challenges that pre-service teachers experience when teaching Grade R mathematics using tablets. The challenges included but were not limited to limited disciplinary learning in mathematics using tablets, lack of Morden Pedagogical Learning in teaching mathematics, Inadequate Work-Integrated Learning (WIL), fundamental learning (the ability to use Information and Communication Technologies in teaching Mathematics) and challenges in Situational learning (general classroom management when using tablets to teach mathematics). Technological Pedagogical Content Knowledge (TPACK) was used as a conceptual Framework.