Why don’t learners achieve when using technology?

Abstract

Integrating technology in the classroom is not an easy process. Two different kinds of technologies were introduced to 214 Grade 10 physical science learners in order to understand kinematic graphs. Their TUG-K pre- and post test average were 34.5% and 39.3% respectively. Reasons for this underachievement had to be investigated because research indicates that learners are more motivated when their learning is supported by technology. It was decided to look at the multifaceted process when technology is introduced in the classroom. This paper analyses the dynamic equilibrium among three elements namely content, pedagogy and technology by illustrating what it means to use 2 different kinds of technologies in the teaching of graphs. This was illustrated by using the moving man and go motion indicating how complex the process is to choose the relevant technology, know what it can do and how to implement it for effective teaching. These findings hold implications for pre-service teaching and professional development.