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Hlengiwe Mbhele, North-West University, South AfricaAbstract
This qualitative study investigates the experiences and challenges of mathematics lecturers at a selected Technical and Vocational Education and Training (TVET) College in KwaZulu-Natal, South Africa, concerning their integration of technology in teaching Level 4 circle geometry. Utilizing an interpretive paradigm and a case study approach, data were collected through open-ended questionnaires and semi-structured interviews with five lecturers. Guided by the Technological Pedagogical and Content Knowledge (TPACK) framework, the research examined the methods and rationales behind lecturers' use of technology. Key findings indicate a notable deficit in relevant technological resources for teaching circle geometry within TVET Colleges, leading to significant pedagogical challenges for lecturers. While lecturers demonstrated proficiency in fundamental content, pedagogical, and technological knowledge (CK, PK, and TK), they often lacked the specialized competencies in Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and integrated TPACK essential for effective technology-enhanced geometry instruction. The study also highlighted disparities in technology access and the impact of students' foundational mathematical weaknesses on their geometry comprehension. These findings are crucial for informing curriculum planning and design initiatives by the Department of Higher Education and Training (DHET) and the Department of Basic Education (DBE) in South Africa. The research suggests that policies should be developed to facilitate access to appropriate technology and provide targeted professional development for mathematics lecturers, thereby enhancing the effectiveness of technology integration in the national mathematics education curriculum.
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Conference: BCE2025Stream: Curriculum Design & Development
This paper is part of the BCE2025 Conference Proceedings (View)
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To cite this article:
Mbhele H. (2025) Informing Curriculum Design and Policy: Insights From Technology Integration in Circle Geometry Teaching at South African TVET Colleges ISSN: 2435-9467 – The Barcelona Conference on Education 2025: Official Conference Proceedings (pp. 237-249) https://doi.org/10.22492/issn.2435-9467.2025.20
To link to this article: https://doi.org/10.22492/issn.2435-9467.2025.20
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