http://hdl.handle.net/11189/1922 2026-08-12T17:19:33Z http://hdl.handle.net/11189/9988 Title: Mobile technologies revolutionizing teacher preparation for effective education 4.0 outcomes in marginalised communities Authors: Tunjera, Nyarai; Chigona, Agnes Abstract: The post-COVID era presents a promising opportunity for research in mobile technology to realize Education 4.0. The primary objective of this paper was to explore the conceptualization of mobile learning within the Education 4.0 paradigm in the context of South Africa. To achieve this, a descriptive study using a Google form questionnaire was conducted among pre-service teachers at a faculty of education. The questionnaire aimed to investigate the perspectives, ownership, and utilization of mobile technologies among pre-service teachers. The study analyzed the responses through frequency analysis, revealing a crucial need for stakeholders to invest in mobile technology's technical and capacity building aspects to facilitate learning and realize Education 4.0 opportunities in the education sector. The study concludes by recommending further research to explore effective mobile technologies aligned with the Fourth Industrial Revolution innovations that make learning mobile. 2023-01-01T00:00:00Z http://hdl.handle.net/11189/9987 Title: Assessing the potential of chatbots as tutoring tools in engineering education: a South African case study Authors: Cronjé, Johannes C.; Swartz, Bronwyn Claudia; Valentine, Lucrecia Zinobia Abstract: Artificial Intelligence (AI) has emerged as a transformative force in education, offering the potential to tailor learning experiences to individual students. Within Engineering Education, AI-powered Chatbots like ChatGPT have shown promise as virtual tutors, providing students with personalized support. Utilizing natural language processing and machine learning techniques, ChatGPT can understand and respond to student inquiries, enhancing the learning process. This study aimed to assess the effectiveness of ChatGPT as a tutoring tool at a University of Technology in South Africa. We applied the Plan, Do, Check, Act (PDCA) cycle, a Quality Management tool, to explore the potential of integrating chatbots as tutors. A survey involving 48 participants was conducted to collect feedback from students who have interacted with ChatGPT. Our findings indicate that ChatGPT is an effective tool for personalized tutoring. It demonstrates the ability to understand and respond to student inquiries accurately and efficiently, thereby enhancing the overall learning experience. However, it is essential to acknowledge the ethical and societal implications associated with the use of AI in education. In conclusion, while AI, exemplified by ChatGPT, holds tremendous promise, it is important to recognize that human tutors continue to play a valuable role in education. A harmonious integration of AI tutors and human educators can offer a more comprehensive and holistic learning experience. This study serves as a foundation for future exploration of AI's role in education and the continuous improvement of such technology-enhanced learning environments. 2023-01-01T00:00:00Z http://hdl.handle.net/11189/9972 Title: Using test answers to interpret aspects of the mathematical proficiency of preservice primary school teachers Authors: Lampe, Erna; Mc Auliffe, Sharon Abstract: This paper analyses preservice primary teachers' test answers to understand the aspects of mathematical proficiency evident in their written work. lt reports on the nature of strategic competence and adaptive reasoning acts of a group of first-year education students who took a semester course in problem-solving that foregrounded the processes of mathematical reasoning and discussion. A conceptual framework was developed that relates strategic competence to decisions about formatting moves, and adaptive reasoning to decisions about specialisation and generalisation moves. This paper argues that students who moved flexibly between formal mathe- matical structuring and emergent mathematical structuring during problem-solving show effective strategic competence and adaptive reasoning. We conclude that such reasoning moves should be made explicit in education courses, as aspects of mathematical proficiency. 2023-01-01T00:00:00Z http://hdl.handle.net/11189/9971 Title: Problematic topics in high school mathematics requiring university mathematics: exploring the NSC mathematics examination Authors: George, Frikkie; Rzyankina, Ekaterina Abstract: This article discusses the challenges high school mathematics learners face when transitioning to university mathematics, specifically with calculus and trigonometry. The study analysed the South African high school mathematics curriculum and the mathematics NSC examiners’ reports, revealing a significant gap between high school and first-year university mathematics major courses. The researchers recommend an alteration of the South African high school curriculum to allow students to specialise in limited subjects directly linked to their future studies, specifically in calculus and trigonometry. This specialisation would allow for the introduction and deeper exploration of topics such as integration, complex numbers, differential equations, vector analysis, and matrices, which are currently missing from the mainstream high school mathematics curriculum. The study aims to inform support programmes such as tutorials and bridging courses offered at universities to be more effective in addressing the school-to-university transition problem for mathematics and science students. 2023-01-01T00:00:00Z