Abstract
The COVID-19 pandemic has brought educational technology (EdTech) to the forefront of educational discourse, with the affordances of technology having the potential to disrupt and transform education. This study asks how high-school STEM teachers are using EdTech in their classrooms in post-pandemic South Africa. This qualitative study uses a case study research strategy. It draws upon observations, artefact analysis and interviews and builds on previous research in EdTech and its application in South African schools during the pandemic. Results of the research indicate that EdTech is used effectively in STEM lessons in South African independent schools. While simulations are beneficial, videos and digital books have limited applications. Teachers have used technology more since the pandemic, but the lack of teacher consultation is a significant barrier to successful EdTech integration. Disadvantages of technology in the classroom include student distraction and cyberbullying. Even though technology can provide equitable access to educational resources, the ideal remains training quality teachers. Despite the many affordances of technology, the teacher plays a vital role in mediating learning.
Keywords: COVID-19, post-pandemic, South Africa, STEM, EdTech, affordances of technology.