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Appears in:
Page: 7382 (abstract only)
Publication year: 2016
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.0609

Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain

USING TABLETS AND AN OFF-LINE TECHNO-BLENDED MODEL FOR MATHEMATICS TO IMPROVE SELF-DIRECTED LEARNING IN SECONDARY SCHOOLS – A SOUTH AFRICAN PERSPECTIVE

W. Olivier

Nelson Mandela Metropolitan University (SOUTH AFRICA)
Access to quality and curriculum-aligned digital material to support the delivery of mathematics syllabi in secondary schools poses a major challenge in many developing countries. In South Africa, for example, more than 80% of public schools are experiencing a lack of resources and infra-structure to effectively support the online (or offline) teaching and learning of mathematics within the 21st century paradigm of education. Socio-economic challenges together with inadequate content knowledge and skills amongst teachers also present major challenges to deliver the curriculum effectively in classrooms This often result in poor performances of mathematics learners. The advent of Tablet technology over the past five years has opened up exciting possibilities to create constructivist learning environments for mathematics learning that are less dependent on teacher support, internet access and school ICT networks. In this paper, the conceptual design of a modern offline Tablet based techno-blended model (TBM) and supporting digital resource materials for the teaching and learning of mathematics at under-resourced secondary schools will be described. Some of the educational design characteristics of the TBM for mathematics include curriculum alignment, flexible access, visualization and multiple representation of mathematical content, interactive self-assessment and feedback as well as integrated language support. Results from a large scale 3-year longitudinal research study to measure the impact of the TBM as part of the Tablet–assisted Peer Support (TAPS) programme for mathematics learners in seven under-resourced schools in South Africa will also be presented. Results from the TAPS study, which covered both the affective and cognitive domains, were very encouraging and will be presented with references to self-directed learning and other major educational design goals of the techno-blended model for mathematics that was utilized.
@InProceedings{OLIVIER2016USI,
author = {Olivier, W.},
title = {USING TABLETS AND AN OFF-LINE TECHNO-BLENDED MODEL FOR MATHEMATICS TO IMPROVE SELF-DIRECTED LEARNING IN SECONDARY SCHOOLS – A SOUTH AFRICAN PERSPECTIVE},
series = {8th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN16 Proceedings},
isbn = {978-84-608-8860-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2016.0609},
url = {http://dx.doi.org/10.21125/edulearn.2016.0609},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2016},
year = {2016},
pages = {7382}}
TY - CONF
AU - W. Olivier
TI - USING TABLETS AND AN OFF-LINE TECHNO-BLENDED MODEL FOR MATHEMATICS TO IMPROVE SELF-DIRECTED LEARNING IN SECONDARY SCHOOLS – A SOUTH AFRICAN PERSPECTIVE
SN - 978-84-608-8860-4/2340-1117
DO - 10.21125/edulearn.2016.0609
PY - 2016
Y1 - 4-6 July, 2016
CI - Barcelona, Spain
JO - 8th International Conference on Education and New Learning Technologies
JA - EDULEARN16 Proceedings
SP - 7382
EP - 7382
ER -
W. Olivier (2016) USING TABLETS AND AN OFF-LINE TECHNO-BLENDED MODEL FOR MATHEMATICS TO IMPROVE SELF-DIRECTED LEARNING IN SECONDARY SCHOOLS – A SOUTH AFRICAN PERSPECTIVE, EDULEARN16 Proceedings, p. 7382.
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