ISSN: 2226-6348
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Emerging Technologies have been put forward by many theorists and researchers in the field of education as the key to 21st century pedagogy alternative, with promise to address learning challenges and provide a platform for authentic learning. This paper reports on use of Emerging Technologies to address learning challenges and derive authentic learning in a Mathematics for Business undergraduate course at Africa University. The research was motivated by an authentic learning challenge based on assessment results and feedback from current and past participants of the course. Following the identification of the learning challenge and educational goal an affordance analysis matching learning tasks with technologies was performed using an affordance analysis model by Bower(2000). The research objectives were to Observe the interest of emerging technologies, Assess student motivation to adopt and use emerging technologies, and Evaluate pedagogical impact of using emerging technologies. The key findings were students were generally keen and motivated to the use of emerging technologies, however the pedagogical impact could not be ascertained in this early and first phase of the research. Further research is required to determine the pedagogical impact, this will involve taking the students through full semester learning cycle up to assessment and compare the results and also administer a suitable framework to evaluate authentic learning.
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In-Text Citation: (Kandiero & Jagero, 2014)
To Cite this Article: Kandiero, A., & Jagero, N. (2014). Leveraging Emerging Technologies to Address Specific Learning Challenges and Derive Authentic Learning in Mathematics for Business at Africa University - Zimbabwe. International Journal of Academic Research in Progressive Education and Development, 3(1), 183–192.
Copyright: © 2014 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
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