Affiliation:
1. Walter Sisulu University, South Africa
Abstract
The purpose of this chapter is to explore the effects of technology integration in mathematics teaching to promote wellbeing of learners during Covid-19. An interpretive approach together with face-to- face interviews were utilized to gather information from nine participants who teach grade ten mathematics from each of the three senior secondary schools in the OR Tambo Coastal District. The findings revealed that several teachers lacked the formal technology expertise required to embrace online learning successfully and found a dearth of learner connections while teaching online. It was also found out that there was a lack of access to technology. It is recommended that the department of basic education should ensure that all learners have the data card loaded with uncapped data for learning to run smoothly. It was advised that professional development programs be established to train teachers in the design, use, and application of ICT technologies for online teaching.
Reference61 articles.
1. What mathematical competencies does a citizen need to interpret Mexico’s official information about the COVID-19 pandemic?
2. Al Harbi, H. E. M. (2014). An examination of Saudi high school teachers' ICT knowledge and implementation [Doctoral dissertation, Queensland University of Technology].
3. A review of key paradigms: Positivism VS interpretivism.;H. H.Alharahsheh;Global Academic Journal of Humanities and Social Sciences,2020
4. Arnesen, K. T., Hveem, J., Short, C. R., West, R. E., & Barbour, M. K. (2019). K-12 online learning journal articles: Trends from two decades of scholarship. Distance Education, 40(1), 32-53. https://doi. . 1080/ 01587 919. 2018. 15535 66.org/ 10
5. Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49-76. https://journalregister.iainsalatiga.ac.id/index.php/register/article/view/4051