Abstract:
The introduction of progression policy, which prohibits the repetition
of a grade to more than once within each of the four phases of Basic
Education, was enforced in South Africa in the Further Education
and Training phase in 2013, but appropriate strategies which could
be applied to support progressed learners are not addressed.
This research was qualitative by nature and approached according
to the interpretative paradigm. It was a comparative case study,
which investigated strategies to support Grade 12 progressed
Mathematics learners using Information Communication
Technologies in comparison with other strategies that do not apply
ICT instructional technologies. Data collection strategies were
semi-structured interviews, questionnaires and support policies.
The study population was sixteen FET Mathematics educators
from five schools in Ekurhuleni North district.
The findings indicated that connectivism, when incorporated
into teaching and learning, becomes an effective support tool for
progressed learners. ICTs within networks makes teaching and
learning more learner centred, improves participation, learner
attainment and pass rate. Learners are able to learn at their own
pace, in their most convenient set-up and they manage what they
learn, how they learn, with whom they learn and what information they require. The study found that there are greater benefits of
using ICT instructional technologies in a connectivist classroom to
support progressed learners, but that traditional support strategies
cannot be ruled out due to the socio-economic challenges schools
under research experienced. The findings further indicated that
there is a dire need of a comprehensive support policies, strategies
and guidelines to support progressed and low-ability learners in
Mathematics both digitally and non-digitally.
