International Journal of Innovation and Economic Development
Volume 11, Issue 1, February 2025, Pages 33-44
Exploring Grade 11 Math Teachers’ Use of Social Media for Technological Pedagogical Content Knowledge
DOI: 10.18775/ijied.1849-7551-7020.2015.111.2004
URL:https://doi.org/10.18775/ijied.1849-7551-7020.2015.111.2004Nikodemus Angula
Governance and Management Sciences, Namibia University of Science and Technology, Windhoek, Namibia
Abstract: Social media plays a significant role in education by offering an avenue for professional and interpersonal contact, and innovative applications in education are quickly developing. Additionally, when carefully implemented in a variety of educational settings, the interactive nature of these networks can improve learning environments, especially in the study of mathematics, helping learners who struggle with the subject matter to do better. Social media use in instruction has been demonstrated by Mulenga & Marbàn (2020) to significantly enhance the nature of instruction. In addition, a number of African countries are advising educators to employ digital resources in their instruction and preparation for effective practice (Hennessy, Harrison, Wamakote et al., 2010). The aim of the study was to investigate how Microsoft Teams may be used by Mathematics teachers as a teaching and learning tool for enhancing their technological pedagogical content understanding. The qualitative approach and a case study design were adopted for the study which used semi-structured interviews for eliciting data. The analysis of qualitative data involved employing interpretive methods. To explain how a person’s mental health connects to social, institutional, and historical circumstances, the study used the socio-cultural theory. The study suggests Microsoft Teams as a useful platform for facilitating teaching and learning in Namibian high schools because it enables the integration of all tools in one location, provide helpful chat additions, offers seamless file search, backup, and enables students to share Mathematical materials for learning
Keywords: Grade 11 Mathematics, social media, technological pedagogical content knowledge.
1. Introduction
The use of social media in education has increased during the past two decades in numerous nations throughout the world (Oguguo et al., 2020). Integrating these technologies can help students and teachers learn and teach more effectively. According to Oguguo et al., (2020) the increase of technical gadgets and infrastructure has made it possible for technology to enter numerous schools, increasing the likelihood that it will be used in all education institutions. Because it allows students to access, extend, change, and share ideas and information in multi-modal communication styles and forms, the use of social media in pedagogy has significantly increased learning opportunities in recent years (Muftah, 2023). This is reiterated by Agyei (2021) who argue that social media integration in the classroom is a major topic in education today, not just in rich nations but also in underdeveloped nations. The use of automated devices, such PCs, phones, and tablets, in African classrooms is increasing the quality of teacher preparation (Hennessy et al., 2010). These assumptions form the foundation of the current investigation.
In a contemporary technology-based society, internet technology in learning and teaching has developed into a common concept (Hsueh, 2011). It is essential that new technology be widely used in education. This is in line with Albalaw’s (2021) observation that mobile devices can benefit teachers and students in the classroom by giving them access to contemporary, automated strategies for meeting academic objectives. In comparison to more expensive technology, mobile phones are an economical option for mathematics teaching and learning.
According to Koehler et al., (2013), effective social media teaching revolves around three main elements: technology, pedagogy, content, and the connections between these elements.
As a theoretical framework for understanding the teacher knowledge needed for technology integration, technological pedagogical content knowledge (TPCK) was introduced by (Koehler, Mishra, & Cain, 2013) to the field of educational research. TPCK is a useful framework for describing and understanding the goals for technology use in mathematics teachers’ education (Rakes et al., 2022). With the addition of knowledge domains like TPCK, teacher knowledge has long been a focus of many educational researchers, according to Bonafini & Lee (2021).
The Technological Pedagogical Content Knowledge (TRACK) framework developed by Shulman (1987, 1986) explains how instructors’ knowledge of educational technologies and Pedagogical Content Knowledge (PCK) interact to achieve effective teaching with technology. Additionally, Technological pedagogical content knowledge (TRACK), is a framework that discusses the connections and difficulties among the three crucial aspects of TRACK which are; technology, pedagogy, and content (Zaid, 2019). Through the use of suitable, context-specific tactics, TPCK empowers instructors to successfully integrate technology into their lessons.
Technological pedagogical content knowledge (TPACK) is a knowledge that extends beyond the conventional categories of the three “core” areas of education (pedagogy, content, and technology) (Adipat et al., 2023). TPACK is the foundation of the efficient use of technology in the classroom, necessitating familiarity with the following: the nature of the technological representations of concepts; pedagogical strategies for making effective use of technologies to teach content; factors that make concepts easy or challenging to study, some of the issues that kids have with learning these concepts, and how technology might assist in fixing them; the student’s background information and epistemological beliefs; and the technological affordances that make effective use of the technologies possible.
As technology influences what we know, how we know it, what we teach, and how we teach it, maths continues to develop as a body of knowledge. Over the past few decades, technology has significantly influenced the growth of both new and old maths ideas as well as their applications. In order to produce, analyse, and recursively define fractals, fragmented geometric patterns, objects, or quantities that are reduced size copies (or self-similar structures), technology has, for instance, made it possible.
Social media has become essential with the development of information and communication technology (ICT) in many fields because it helps people stay in touch by facilitating communication. Social media integration can provide multimedia platforms that can make learning more engaging by including videos, animations, thrilling movies, and other materials into the mathematical learning process to aid students in developing abilities and understandings. Social media can facilitate online conversation and sharing, claims (Sivakumar et al., 2023). One can now effortlessly generate and transfer content using words, images, audio, and video thanks to this media. Blogs, wikis, bookmarking, social networking sites, virtual world content (online gaming sites), and media sharing sites like Youtube and Instagram are just a few of the services offered by social media. In order to increase their technology pedagogical subject knowledge, Mathematics teachers can use Microsoft Teams, which is the focus of the current study.
There has been a call to investigate the sort of information Mathematics instructors need, particularly for grade 11, on the use of the Microsoft teams, the purpose of which is to help Mathematics teachers in Namibia gain the knowledge they need to successfully incorporate Microsoft teams into their lessons. In Namibia, as in other parts of the world, many students in both public and private schools find Mathematics difficult. Additionally, this subject, which is a requirement in enrolling for a Science course, is often failed by many students. This study will investigate the potential educational benefits of using Microsoft Teams in teaching and learning Mathematics.
2. Literature Review
Since independence in 1990, teaching mathematics in Namibia public and private schools has been difficult. Students’ performance in Maths has been very low, especially in the recently implemented curriculum for Grade 11 students (Hamukwaya & Haser, 2021). The Southern African Consortium for the Monitoring of Education Quality (SACMEQ) (2004) found that Namibian students and teachers performed poorly in mathematics compared to their counterparts in other Southern African countries as evidenced by the high failure rates recorded over the past years.
According to the study by Mateya et al. (2016), the national Standardized Achievement Tests showed that students were falling behind in terms of their numeracy levels. In addition, the Department of National Examination and Assessment (DNEA, 2007), confirmed poor performance in Mathematics by revealing that only a small percentage of students had scored really well (symbols A-C) at Junior Secondary Certificate (JSC), in 2004 and 2006. The scores were significantly higher between D-U (U = Ungraded) symbols in both years, with a bias toward U-symbols. Public discussions, national media, and academic studies were at the time dominated by Namibian students’ poor performance in Mathematics (Clegg, 2007 & 2008; Nakale, 2013).
Dede and Argun (2003) claim that in order to overcome the abstract nature of Mathematics, instruction should include visual, audio-visual, real items like puzzles, money, dice, and tangrams as well as computers, mobile devices, Web 2.0 tools, social networking sites, and various applications. According to Koehler & Mishra (2009), effective teaching requires deep, systematic, and integrated knowledge from a variety of fields, including knowledge of student thinking and learning, subject-matter knowledge, and technological information.
The Purpose of the study
The aim of the study was to investigate how Microsoft Teams may be used by Mathematics teachers as a teaching and learning tool for enhancing their technological pedagogical content understanding.
This section describe related literatures or materials related to the topic under discussion.
Social media’s importance for Mathematics Education
Sulisworo et al., (2020) observed that social media use in the community has increased significantly in the modern day. This has led to nearly all pupils at schools utilizing smart phones for daily tasks. The current researchers also noted that social media platforms including WeChat, Line, Socrative, and Edmodo were used in Indonesia as teaching and learning aids for arithmetic for Grade 7 students. In terms of student engagement, Socrative (3.18), Edmodo (3.15), Line @ (3.00), and WeChat received the highest scores on average (2.89). According to this research, social media, particularly Socrative and Edmodo, can be used for implementing flexible learning practices.
Modern technology, like cell phones, can facilitate learning by making precise virtual communication accessible wherever and whenever it is needed (Mohammadi et al., 2020). New mobile devices’ high-tech qualities, such as their quickly spreading applications and ease of distribution through e-stories, can have a big impact on how many scientific areas, especially mathematics, are taught and learned.
Namibian ICT in education strategy and policy
The National Information and Communication Technology Policy of Namibia sees appropriate human capital and physical infrastructure as the pillars for the growth and integration of ICT in our society and culture (Likando, & Wolhuter, 2013). According to Mohammadi et al., (2020), learning activity designers must take into account the unique aspects of mobile learning.
The use of computers, tablets, and mobile phones to facilitate studying is becoming more and more popular in advanced education in Africa (Africa, n.d.). All of these devices have a variety of built-in programs that allow users to participate in any online social network.
ICT integration and utilization in Namibian schools: current situation
In order to facilitate successful teaching and learning in Namibian schools, the government of Namibia has invested in ICT infrastructures. Currently many schools in both urban and rural areas have computer labs that teachers utilize to improve teaching and learning. The use of ICT in teaching and learning can enhance the teaching of Mathematics in numerous ways. The proliferation of digital gadgets has had a significant impact on mathematics curricula, and the number of teachers flipping their lessons has been steadily rising (Das, 2019). When teaching mathematics, for instance, instructors may use pre-made films, but many prefer to create their own. Evidence suggests that some students prefer videos created by their teachers Das, 2019).
Social media usage as an ICT resource in Namibian classrooms
Social media is characterized by Das (2019) as technology that has been extensively incorporated into students’ daily life. Many schools in Namibia are embracing social media to support teaching and learning as a result of the rise in social media.
Theoretical and analytical framework
The study adopted socio-cultural theory. The goal of socio-cultural theory is to explain how differences in cultural, institutional, and historical contexts affect how people think and behave (Lantolf & Poehner, 2012). As a result, the socio-cultural perspective focuses on how participation in social interactions and culturally sanctioned activities affects psychological development.
Educative mediation
In order for students to attempt expressing meaning, a sophisticated type of social and cultural activity that entails a “high level of abstraction” is said to exist, according to Vygotsky (1986). According to Vygotsky (1986), the act of composition entails social and cultural interaction that translates inner speech, or internalized thought into exterior address in the form of written communication. This modification, specific to the report, entails “intentional semantics-deliberate structuring of the web of meaning” (Vygotsky, 1986, p. 182). As a result, writing is a complicated activity and a developmentally appropriate learning approach.
Analytical framework: Technological Pedagogical Content Knowledge (TPACK)
To explain how teachers’ knowledge of educational technologies and PCK interact with one another to produce effective teaching with technology, the TPACK framework relies on Shulman’s (1987, 1986) descriptions of PCK (Koehler, Mishra, & Cain, 2013). Similar concepts have been presented by other authors, though frequently with different labelling schemes. The idea of TPACK is presented here after having evolved over time and through a number of publications.
This paradigm shown in Figure 1, divides instructors’ expertise into three primary categories: content, pedagogy, and technology. The interactions are equally important to the model between and among different categories of knowledge, denoted as PCK, TPK, TCK, and TPACK (technical pedagogical knowledge).
Current Concerns in Teacher Education and Technology, 9 (1)
Figure 1: The TPACK framework and its knowledge components .
Source: https://www.powerschool.com/blog/the-tpack-framework-explained-with-classroom-examples
Technological Pedagogical Content Knowledge (TPACK)
Technological pedagogical content knowledge (TPACK) is a knowledge that extends beyond the conventional categories of the three “core” areas of education (pedagogy, content, and technology) (Adipat et al., 2023). Not every classroom, subjects, or pedagogical philosophy can benefit from the same technology tools. To improve teaching quality, teachers in any field should participate in professional development programs to learn about and use novel approaches to content distribution, assessment, and documentation. Technology-enhanced education is a challenging, systematized endeavor. When it comes to incorporating technology in the classroom, there is no optimal approach.
Technological Content Knowledge (TCK)
Technological content knowledge (TCK) is a framework that describes the knowledge required by teachers to represent material using technology(Listiawan et al., 2018). The use of technology has widely penetrated into various aspects of human life. Technology can help people in ramous activities, including education. Teachers must have knowledge on how to integrate technology into the learning process. Many studies have been conducted an the knowledge required by teachers when integrating technology into learning, especially in mathematics
Content Knowledge (CK)
Content knowledge refers to the body of knowledge –facts, theories, principles, ideas, vocabulary– which teachers must master to be effective(Farhadi & Öztürk, 2023). Teachers should have a deep understanding of the subject they teach and corresponding curriculum (subject content knowledge).
Pedagogical content Knowledge (PCK)
The concept of Pedagogical Content Knowledge (PCK) was developed by Lee Shulman in the mid-1980s. He argued that, on top of subject knowledge and general pedagogical skills, teachers must know how to teach topics in ways that learners can understand.
Pedagogical Knowledge (PK)
Pedagogical knowledge is the knowledge about teaching and learning that is not topic-specific, such as knowledge of learning theory, classroom management, and student motivation(Adipat et al., 2023).
Technological Pedagogical Knowledge (TPK)
Technological pedagogical knowledge (TPK) refers to teachers’ knowledge of how various technologies can be used in teaching and understanding that using technology may change the way an individual teaches (Adipat et al., 2023).
Research question
How can Microsoft Teams be used by Mathematics teachers as a teaching and learning tool for enhancing their technological pedagogical content understanding?
3. Research Methodology
Introduction
This section describes the data collection methods and procedures that were used in the study, the kinds of data that were gathered, and the procedures for data analysis.
Research philosophy
The study employed Interpretivism research philosophy. Interpretivism research philosophy was used because it argues that truth and knowledge is subjective, culturally, and historically situated based on lived experiences and understanding of them (Ryan, 2018). In addition, Ryan (2018) further asserted that when employing Interpretivism research philosophy research can never be completely separate from their own values and beliefs and these will inevitably inform the way in which data is collected, interpreted and analysed. Interpretivism is based on the assumption that reality is subjective, multiple and socially constructed (Ryan, 2018). That is to say we can only understand someone’s reality through their experience of that reality, which may be different from another person’s shaped by the individuals’ historical or social perspective.
Research Design
The study adopted a case study because this research approach enabled the researcher to generate an in-depth understanding of a contemporary issue or phenomenon in a bounded system (Hayden, 2022). The study rationale to use a case study approach is because this approach is one of the most widely used and accepted means of qualitative research methods in the social sciences. The case study approach is particularly useful to employ when there is a need to obtain an in-depth appreciation of an issue, event or phenomenon of interest, in its natural real-life context. Case studies provide researchers with an opportunity for greater depth of understanding of an issue. The case study design is preferred as a research strategy when “how,” “why,” and “what” questions are the interest of the researcher.
Research methods
The study employed qualitative methods which is concerned with feelings, ideas, or experiences (Ugwu, 2017). The study used qualitative methods because this enabled the researcher to find patterns or fresh perspectives from the participants. Qualitative methods is conducted to gather non-numerical data to produce insights. It is predicated on data gathered using a research methodology that provides an answer to the why.
Population
The intended audience consisted of 200 maths teachers from selected schools in Namibia’s northern region. The target sample consisted of maths teachers from three different schools in the Omusati region of the north.
Sample size and sampling methods
Samples in qualitative research tend to be small in order to support the depth of case-oriented analysis that is fundamental to this mode of inquiry(Konstantina Vasileiou et al., 2018). Additionally, qualitative samples are purposive, that is, selected by virtue of their capacity to provide richly textured information, relevant to the phenomenon under investigation. The study used purposive sampling. Purposive sampling was used in this study in which units are selected because they have characteristics that the study needs. The research participants were 35 maths teachers drawn from the population of 200 maths teachers.
Data Collection method
Semi-structured interview
The study adopted a semi-structured interview. Semi-structured interviews was chosen for the study because it allows the participants to provide insightful ideas and opinions, allowing the study to collect rich data (Rowley, Jones, Vassiliou & Hanna, 2011). When gathering data, the semi-structured interview technique offers flexibility. This also entails immediate probing of participants’ responses as this was done face-to-face. Draper & Swift (2010) claim that the interviewer has the freedom to rephrase and reorganize the questions as needed.
Data analysis procedure
The analysis of the gathered qualitative data involved employing interpretive methods. The study employed interpretive methods which focus on language, signs, and meanings from the perspective of the participants involved in the social phenomenon (Epa, 2015).
These were used to maintain evidence based on the standard research approach that consists of steps on how qualitative data should be analysed. The techniques allowed the qualitative data to be examined, categorized, and summarized. In the entire process, the researcher made stern efforts to make sure that the respondents’ information was accurate and reliable in terms of validity.
4. Data Analysis and Interpretation
The researcher interviewed 35 Grade 11 maths teachers in three selected secondary schools about their use of social media to enhance technical pedagogical topic knowledge to assess whether social media provided an opportunity for them to do so qualitatively.
The participant’s response rate by gender and age groups
Table 1 below breaks down the participant responses by age group and gender. Women make up the majority of participants, ranging in age from 18 to 25, and their response rate is 85.7% in percentage terms. A male participant representing the 26–35 age group gave a percentage response rate of 74.3%. Women make up the majority of participants, ranging in age from 36 to 45, and their percentage response rate is 37.1%. Males exhibit the age range of 46 and above, and their percentage response rate is 0%.
In terms of response rates, females continue to predominate in the age groups of 18–25 and 36–45, with percentages of 85.7% and 37.1%, respectively. The response rates from men were lowest, at 74.3% and 0%, respectively, for the age groups of 26–35 and 46 and older.
Table 1: The participant’s response rate by gender and age groups
The current teaching and learning strategies employed by grade 11 maths teachers.
The participants indicated that they used face-to-face teaching methods, contemporary methods for ICT integration, learner-centered approach, and creativity.
Why these techniques are used in their schools’ teaching and learning processes.
Firstly, the participants indicated that the move is based on the National Curriculum’s effort to increase the learners’ motivation in learning mathematics. Secondly, they stated that these are the approaches that are available for both students and teachers to utilize for improvement of student learning in the classroom and for giving the students the freedom to think, share, and learn from other students.
Their perception of Microsoft Teams uses at their schools to support teaching and learning.
The participants stated that they believed that the Microsoft Teams usage by their schools to support teaching and learning was beneficial for effective and efficient teaching and learning. The participants admitted that they would alter the way they teach maths to students since it is challenging and even if it would be a good concept, it would take a lot of time and money.
Why they think Microsoft Teams training will be crucial at their school.
There are several methods of killing a cat, and the simplest method is ideal. The introduction to the Microsoft Teams was important in many schools because it would help even when there is not enough time to travel. It allows students to understand the lesson extremely well, and it will be important because it will introduce students to new ideas and make lesson delivery easy and interesting.
Why the majority of schools use Microsoft Teams to facilitate teaching and learning.
The participants said that most schools used Microsoft Teams because it is user-friendly and simple to access online resources to boost students’ academic performance. Microsoft Teams is also quick and dependable and integrates ICT into the classroom.
Whether they think using Microsoft Teams to facilitate learning and teaching would improve their teaching methods.
The participants said that by using the Microsoft teams, teachers and students would have more time to explore. They added that because teachers and students constantly needed assistance and tried a variety of strategies including cross-teaching with other maths teachers and taking classes at the Rossing Foundation, but rarely achieved 50% academic success, the use of Microsoft Teams would speed up the teaching process and provide access to more teaching resources.
Why it is crucial to incorporate Microsoft Teams into their maths teaching and learning.
Participants indicated that incorporating Microsoft Teams in the teaching and learning process would increase students’ understanding of and motivation for learning mathematics. It would also be a quicker and more practical teaching method.
What effective strategy they employ to guarantee that students, comprehension of maths.
The participants said that in their experience, teaching maths using traditional techniques, current methods, learner-centered approaches, applying maths to real-life situations, and learner-centered approaches ensure that students comprehend maths as a subject.
Why they believe the strategy is best for their maths teaching.
The participants said that since maths is a practical subject, students can think creatively and are free to ask questions and express themselves. Also, students are more likely to do research and exploration as it is a difficult subject to master.
Instructional strategies they might advise maths educators to utilize to raise learner performance rates.
Maths teachers must apply real-life situations, try to integrate ICT into their lesson delivery, make use of ICT devices for lesson presentation, and should be knowledgeable about how to integrate technology effectively. The participants indicated that ICT encouraged maths teachers to use their teaching pedagogies to improve the learners’ performance by having more activities and allowing learners to make mistakes when practicing integrated technology.
5. Conclusion and Recommendations
The majority of maths teachers who took part in the survey claimed that it would encourage them in their teaching pedagogies to increase the learners’ performance by having more activities. Therefore, the usage of social media, especially Microsoft Teams, in high schools is crucial.
The study recommends the use of Microsoft Teams as a platform for facilitating teaching and learning in Namibian high schools because it enables the integration of tools in one location, provides helpful chat additions, offers seamless file search, backup, and enables students to share mathematical materials for learning.
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