The use of educational video (EV) to facilitate learning of mathematics education in grade ten : a case study of two secondary schools in Durban KwaZulu-Natal province in South Africa.
Ncheke, Malerato Sebolelo.
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The integration of technology into teaching and learning has come as new in education. It is a shifting of paradigm from one way of educational thinking to the other. Before entering their classrooms for the first time students already have been using technology devices and educators’ cannot ignore this facts. The South African Ministry of Education has responded to this issue by designing implementation strategies and has mandated all schools in the country to have integrated Technology in the curriculum by 2013. The study anticipated to understand how Educational Video (EV) is used to facilitate learning of mathematics in two Secondary schools in Durban, KwaZulu-Natal Province. The underlying principle was to ascertain the challenges educators encounter in facilitating teaching and learning of mathematics, using EV in two secondary schools in Durban, KwaZulu-Natal Province. A qualitative research approach and case methodology were used to explore these experiences of educators in mathematics instruction. Semi-structured interviews, classroom observations and documents review methods were used to collect data that were analysed and discussed, using the principles of Engagement and Activity theories. Four purposively selected educators and ten grade ten students were interviewed and their mathematics lessons observed. The findings indicated that the integration of video in teaching and learning appears to assist both learners and educators in two schools, and the educators from the two Secondary Schools in Durban, KwaZulu-Natal Province have shown to be comfortable with its use in facilitating mathematics instruction for it enables authentic and higher order thinking in learners by engaging them in complex tasks within collaborative learning contexts. Issues of professional empowerment financial support, and lack of materials, delay the integration of EV in two schools. This would be solved easier if all stakeholders in the education sector were effective in their individual roles for the betterment of education in the whole country.