A TPACK-informed study on equipping pre-service teachers with digital tools, artificial intelligence and open educational resources: Integrated strategies in STEM education

Abstract

Background: The Fourth Industrial Revolution (4IR) has accelerated the integration of digital technologies across all education sectors, significantly impacting Science, Technology, Engineering and Mathematics (STEM) teacher preparation. While digital tools can enhance learners’ critical thinking, conceptual understanding, and problem-solving skills, many pre-service teachers (PSTs) continue to graduate without the capacity to effectively integrate these tools into classroom practice. This highlights an urgent gap need to strengthen teacher education programmes for technology driven environments.
Aim: This study aims to investigate the technological strategies employed by teacher educators in South Africa to prepare PSTs for teaching Mathematics and other STEM subjects using digital technologies, artificial intelligence (AI) and open education resources (OERs).
Setting: The study is situated within the South African teacher education context, where universities and teacher preparation programmes are tasked with preparing PSTs to navigate rapidly digitalised STEM classrooms.
Methods: This is a conceptual article grounded in two theoretical frameworks: the Technological Pedagogical Content Knowledge (TPACK) framework and the Substitution, Augmentation, Modification, and Redefinition (SAMR) model. A critical analysis of literature, policies, and current practices is undertaken to examine strategies and contextual challenges in aligning these tools with PSTs preparation.
Results: The analysis highlights that while multiple technological strategies exist, including simulation tools, dynamic mathematical software, virtual manipulatives, and collaborative online platforms, their implementation is inconsistent. Teacher educators persistently face challenges such as limited infrastructure, inadequate professional development, and misalignment in use of digital technologies and pedagogy.
Conclusion: The study concludes that digital technology integration in Mathematics and STEM teacher preparation requires deliberate alignment of TPACK and the SAMR model. Teacher educators play a critical role in modelling effective practice, yet systemic challenges hinder the full potential of digital tools in preparing PSTs. Addressing these gaps demands a coherent strategy that combines institutional support, curriculum innovation, and ongoing professional development.
Contribution: This article contributes to the growing body of knowledge on technology integration in teacher education by identifying strategies and challenges specific to the South African context. It offers a conceptual basis for developing best practices that can guide teacher educators in effectively preparing PSTs to teach in the 21st-century, technology-rich Mathematics and STEM classrooms.