A paradigm shift in the teaching and learning of science using technology in Mauritius: Making a case for incorporating the affective domain.

Abstract

Through a systematic review of the literature we indicate how the affective domain has been consistently overlooked by current frameworks for integrating technology in the teaching and learning of Science. We argue that presently technology is overwhelmingly employed in education in Mauritius as a source of information rather than a process-based means of knowledge construction which is the premise for conceptual understanding. In this theoretical paper we propose a framework, pedagogical technological integrated medium (PTIM), that builds on the existing premises of pedagogy, content/contextual knowledge and technology to include the affective domain at the common intersection of these three premises. The affective dimension is further explored as a space for interaction between learners, teachers, parents and the social dimension in a series of stages encapsulating, home tasks based on prior knowledge with the lesson delivery at school. We posit that a succinct synchronisation of these various elements would ensure successful implementation of the framework.