The impact of digital technology on the development of mathematics thinking in early childhood education: A South African perspective

Analysis of the Teacher's Role in Digital Media-Based Learning Activities Through the Scaffolding Method in Early Childhood Education

This study was motivated by the still low levels of literacy and numeracy achievement in Indonesia in the digital era, highlighting the need for teachers to implement innovative learning approaches that are appropriate for the characteristics of early childhood. One approach that can be applied is the digital media-based scaffolding method, which provides gradual assistance to help children learn and complete tasks independently. This study aims to analyze the teacher's role in implementing digital media-based scaffolding for early childhood education in kindergarten. The research employed a descriptive qualitative approach. The participants consisted of one teacher and Group A children aged 4–5 years. Data were gathered through observation, interviews, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldana, which includes data reduction, data display, and conclusion drawing. The findings show that teachers perform essential roles as educators, facilitators, guides, and motivators in digital media-based learning activities.The most dominant role is that of a guide, as teachers provide gradual assistance through instructions, demonstrations, guiding questions, and direct support until children are able to complete tasks independently. The study concludes that the implementation of digital media-based scaffolding can support early childhood learning when accompanied by optimal teacher involvement. It is expected that the findings of this study will contribute to the development of more effective teaching practices that are aligned with the developmental needs of young children.

PEDAGOGICAL PRACTICES WITH DIGITAL TECHNOLOGIES IN MATHEMATICS EDUCATION: TEACHER KNOWLEDGE, DIDACTIC MEDIATION, AND CURRICULAR INNOVATION

The integration of digital technologies into Mathematics education has been widely discussed as a strategy for pedagogical innovation, although its effectiveness depends on the articulation between teachers' knowledge, didactic practices, and curricular guidelines. This study analyzes how Basic Education Mathematics teachers incorporate digital technologies into their pedagogical practices, considering the educational and institutional factors that influence this process. Grounded in contemporary perspectives on Mathematics Education and teacher education, the study challenges the notion of the instrumental use of technologies, advocating their understanding as mediators of knowledge construction. Methodologically, this is a qualitative and interpretative study conducted with 12 Mathematics teachers through semi-structured interviews and classroom observations. The thematic analysis of the data revealed different levels of technological appropriation, ranging from instrumental uses to investigative practices. The findings indicate that the meaningful integration of technologies depends on the articulation among teachers' knowledge, pedagogical mediation, and curricular intentionality. As a contribution, the study proposes an analytical model that integrates these dimensions, providing support for more critical and innovative pedagogical practices in Mathematics education.

Barriers and Support Needs in Integrating Digital Literacy into Science Teaching: Experiences of Junior High School Teachers in a Ghanaian Municipality

This study explored the barriers experienced by Junior High School (JHS) science teachers in integrating digital literacy into science teaching and the forms of support they considered necessary for strengthening practice. Guided by an interpretivist qualitative case-study design, nine science teachers from three educational circuits in the Effutu Municipality of Ghana were purposively selected. Data were generated through semi-structured interviews and classroom observations and analysed using reflexive thematic analysis. Four interconnected barriers emerged: inadequate digital infrastructure, limited preparation for science-specific digital pedagogy, insufficient institutional and technical support, and pressures associated with instructional time and curriculum coverage. Teachers identified continuous science-specific professional development, improved infrastructure and curriculum-aligned digital resources, stronger instructional leadership and technical assistance, and collaborative professional learning as essential supports. The findings distinguish teachers’ access to digital devices from learners’ opportunities for meaningful digital participation and show that technological competence alone does not ensure learner-centred digital science inquiry. The study contributes to understanding digital literacy integration as a multilevel support ecology requiring coordinated interventions across teacher, classroom, school, and municipal levels. These findings have implications for professional development, resource provision, and implementation of digital education policies in resource-constrained contexts.

Understanding TPACK Implementation in STEM Mathematics Education: A Phenomenological Study of Indonesian Senior High School Teachers

The successful integration of technology in STEM-based mathematics education depends on teachers’ Technological Pedagogical Content Knowledge (TPACK). However, most studies have examined teachers’ TPACK through surveys and intervention-based research, offering limited insight into how teachers experience and apply TPACK in classroom practice. This study explored Indonesian senior high school mathematics teachers’ lived experiences of understanding, implementing, and supporting TPACK in STEM-based mathematics instruction. A qualitative descriptive study with a phenomenological orientation was conducted with twelve mathematics teachers from six Indonesian provinces selected through purposive criterion sampling. Data was collected between November and December 2026 over a two-month period using semi-structured interview guidelines developed by researchers and validated by experts. Data were analysed inductively following Bogdan and Biklen’s qualitative data analysis procedures. The findings revealed that teachers understood TPACK as an integrated instructional framework, enacted it by using digital technologies to support concept visualisation, inquiry-based learning, and formative assessment, and perceived school support, practice-oriented professional development, and collaborative teacher communities as essential for effective implementation. These findings suggest that successful TPACK implementation depends on the interaction between teachers’ professional knowledge, instructional practice, and institutional support. This study contributes to the TPACK literature by providing a phenomenological perspective on teachers’ experiences of technology integration in STEM-based mathematics education. The study further highlights the importance of sustained professional learning, collaborative teacher communities, and institutional support in enabling meaningful technology integration in STEM-based mathematics classrooms.

Exploring teachers' perspectives on digital media utilization for innovative science and social studies learning in elementary schools

This study explores teachers' perspectives on the use of digital media as an innovation in IPAS (Science and Social Studies) learning in elementary schools. The development of digital technology has accelerated the transformation of learning processes; however, its implementation at the elementary school level still faces various challenges, particularly in schools with limited infrastructure. Employing a descriptive qualitative approach, this study was conducted at SDN Nglanduk 01 through in-depth interviews with the principal and four teachers, complemented by classroom observation. Data were analyzed thematically through data reduction, data display, and conclusion drawing. The findings indicate that teachers hold predominantly positive perspectives toward digital media use, viewing it as an effective tool for enhancing student enthusiasm and motivation in IPAS learning. Teachers have utilized various digital tools, including PowerPoint presentations, instructional videos, Google Classroom, and EduCode. The primary challenges encountered include unstable internet connectivity and limited technological devices. In response, teachers demonstrated adaptive and innovative attitudes through participation in technical training and self-directed learning. These findings carry significant implications for policy development: systematic digital competency programs and equitable technology infrastructure are essential prerequisites for sustainable integration of digital media in elementary IPAS learning.

Digital technologies in mathematics teaching: Teachers’ perceptions and practices regarding the Matific platform, curriculum integration, and inclusive education