Going online

Literature review

Level 4 Rigor

2.5 Technology

2.5.3 Going online

As noted by Bansilal and Naidoo (2012), research among high school students in the United States resulted in the identification of five types of imagery: concrete, kinaesthetic, dynamic, memory and pattern. It was found that dynamic imagery was the most effective but least used.

The use of kinaesthetic and dynamic imagery has proven effective in the learning and reasoning process of geometry as the visual and touch/movement senses are exercised, bearing in mind that the human body is most responsive to these senses (Robles-De-La-Torre, 2006).

million (Statistics South Africa, 2015). These statistics suggest that the Internet is widely available on the African continent and in South Africa in particular. While access is paramount, data speed will be crucial in education delivery, as it provides access to the global knowledge that awaits learners and teachers. According to the Deputy Director General for Telecommunications and Postal Services, in 2013 25% of schools in South Africa were connected to the Internet (basic Internet of less than 5Mbps\ This was expected to increase to 50% by 2015 (at 5Mbps); and 100% by 2020 (running at 100 Mbps) (Ngobeni, 2015). The vision for 2030 is to reach staggering speeds of lGbps. This implies fixed networks and computer infrastructure.

It is important for education to be real and authentic for learners since this promotes meaningful understanding. Technology provides an opportunity to engage with learning activities and thus experience learning. For example, Science learners can collect accurate weather or chemical reaction data off the Internet and digitally trace trends and test hypotheses. It becomes easy to visualise mathematical concepts using online graphing calculators and software. Electronic communication tools allow learners to communicate with their peers and experts from other parts of the world through video conferencing, e-mails, and biogs, etc. Social networks create a learning environment that enables student-centred learning and end-user content creation and sharing (Cochrane, 2009). Group work becomes more manageable as learners can use mobile computing devices and wireless networks to create joint writing exercises and tasks, which automatically sync to the latest updated version. They can also read electronic books that allow them to explore related topics together as sharing becomes easy. Instead of relying on local libraries and hardcopy reference materials to research topics, learners have access to digital versions via the Internet and can consult libraries around the world. Art learners can view images of original artwork through the Internet. With appropriate software, they can create digital artwork and musical compositions. Learners in sports education can use online videos and simulations to learn about the relationship between the impact of physical movement and physiological changes.

The information on the web includes text, images, sound, interactions and video clips that, when integrated wisely in education, facilitate learners' understanding. Concepts are more likely to be lodged in long term memory; Clements, Julie, Yelland and Glass (2008) state that memories of practical activities create mental images and ideas that are connected because of the physical experience, promoting more meaningful understanding. Adapted and modified

5Mbps: megabit per second is a unit in which data speeds are measured. 1 Mega bit

=

1 024 Kilobytes

from Lajoie (1993), Figure 2 highlights four major advantages of taking subject matter online.

In no particular order, firstly it reduces memory load since there is a high level of visualisation, colour, and the option of navigating back and forth. Therefore one does not need to remember the findings from a previous step or to highlight an important point.

Secondly, it reduces the time on laden computation. Tedious calculations can be skipped as one can focus on the learning concept at hand. Thirdly, it enhances logical reasoning, thus making it easy to test conjectures. There would be a high level of conviction before the actually discovery of the learning matter, for example a theorem. One would explore the objects in a virtual environment, thus allowing one to reach a definite conclusion. Finally, but most importantly, learners that are out of reach can still engage, and distance does not hinder the learning process.

Figure 2: Going online, Adapted and modified from Lajoie, (1993, p. 261).

Many teachers in South Africa do not have the time, knowledge and sometimes the resources to integrate such technology (Dixon, 2011; Mofokeng &Mji, 2009; Selepe, 2015). Working online gives teachers and learners unlimited access to these micro environments. As noted by the DBE (2004 ), there has been limited integration of ICTs in teaching and learning. Chigona, Chigona, Kayongo and Kausa (2010) suggest that teachers do not have the time to practice or the expertise to utilise ICTs; thus, they are not confident in integrating technologies. Many teachers would prefer ready-made technology based resources designed to accomplish the set goal or task (Leendertz, Blignaut, Nieuwoudt, Els, & Ellis, 2013; Lennex, 2010; Stoilescu,

2009). Hence, PSTs that are the focus of the current study were exposed to a dynamic online environment, making this technology available to them as a resource for future lessons, and encouraging them to investigate other technology based avenues when teaching mathematics, especially geometry. It is important to note that when learners work on geometry problems at home or during an examination, the teacher is not present to provide assistance. Thus, self- regulation is important when learners solve a problem.