South African Postgraduate STEM Students’ Use of Mobile Digital Technologies to Facilitate Participation and Digital Equity during the COVID-19 Pandemic

Abstract

The transition to online mobile teaching and learning during the COVID-19 pandemic required more than access to mobile digital technologies, particularly in South Africa, a country trying to address the injustices and inequalities of the pre-democracy period. The argument advanced in this research is that the transition to online mobile teaching and learning could be used as leverage to promote active participation, quality inclusive learning, develop relevant and responsive content and achieve mobile digital equity. This interpretative case study was conducted at a South African teacher-training institution. The primary aim of this study is to explore the following question: How did postgraduate STEM students use mobile digital technologies to facilitate teaching and learning under COVID-19 conditions? Data was obtained from 20 purposively selected postgraduate STEM students enrolled for their Bachelor of Education honours degree. They participated in online discussion forums and maintained reflective journals. Due diligence was taken to ensure all the required ethical protocols were observed. Mishra and Koehler’s Technological Pedagogical and Content Knowledge (TPACK) model framed this study. The constructs of the model were used during the analysis of data. The findings highlight that mobile digital technologies were used for translanguaging, supporting students in developing disciplinary science understanding through exposure to practical work and linking cross-cutting concepts in STEM subjects. The findings of this study are significant as they indicate how to operationalize STEM teaching in developing countries; how to address issues of access and social justice; and how to leverage mobile technologies to improve practice in STEM subjects, post-COVID.