Embracing Mobile Learning Technology-Based Innovations to Improve Mathematics Teachers' Pedagogical Orientations During COVID-19 and Beyond

Abstract

During the COVID-19 era, remote mathematics curriculum delivery was a challenge to many teachers. Teachers struggled to effectively integrate virtual environments in order to improve their Technological Pedagogical Orientations (TPO). This study examined South African teachers' perceptions towards incorporating Mobile Learning Technology-Based Innovations (MLTBI) to remotely facilitate quality delivery of mathematics as construed by the Curriculum and Assessment Policy Statement. It also determined the degrees of TPO and hurdles to integrating MLTBI among mathematics teachers in the wake of COVID-19. The study adopted a mixed method approach and a descriptive survey research design. Fifteen out of thirty-two senior secondary school Mathematics in-service teachers in one Circuit Manager Cluster, participated in the study. TPACK and TAM theoretical frameworks underpinned the study. The conclusion was that usage of cell phones in mathematics classrooms has an impact on both teaching and learning processes. Findings were that teachers might be classified as either innovative or instrumental. Innovative teachers make transition from traditional chalk and talk to innovative teaching. Altered teaching methods alter classes to make use of the enhanced benefits that MLTBI may provide. Instrumental teachers used the device as a "glass book." The distinction between the two groups' ramifications is in terms of mathematical learning outcomes. In the wake of COVID-19, the advent of MLTBI signals a shift in Mathematics curriculum delivery, as the devices create interactive, media-rich, and interesting new environments. Introduction of technological and pedagogical support to help teachers comprehend MLTBI's full potential in education is recommended for policy makers.