Zobrazeno 1 - 10
of 22
pro vyhledávání: '"Nyarai Tunjera"'
Publikováno v:
South African Journal of Education, Vol 40, Iss 3, Pp 1-14 (2020)
Many South African educational institutions are adopting learning management systems (LMS) into their daily teaching and learning practice. The Western Cape Education Department piloted Modular Object-Oriented Dynamic Learning Environment (Moodle), a
Externí odkaz:
https://doaj.org/article/871e0096911f4654808a92b78f0e3bed
Autor:
Nyarai Tunjera
Publikováno v:
Electronic Journal of e-Learning. 21:110-120
Mobile devices have penetrated all levels of society worldwide, including what are predominantly considered inaccessible, low-income communities in developing nations. Mobile devices are frequently used for economic, political, and social interaction
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d11c2df14651c6ac6cee956a442f9554
https://doi.org/10.34190/ejel.21.2.2752
https://doi.org/10.34190/ejel.21.2.2752
Autor:
Nyarai Tunjera, Agnes Chigona
Publikováno v:
Journal of Education (University of KwaZulu-Natal), Issue: 88, Pages: 21-34, Published: 2022
In this paper, we report on the use of multiple platforms to circumvent challenges associated with non-attendance because of limited accessibility to conventional video conferencing digital tools such as Microsoft Teams (MS Teams) and Blackboard coll
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7c108386b1c347c6e2468056bed59d9d
https://doi.org/10.17159/2520-9868/i88a02
https://doi.org/10.17159/2520-9868/i88a02
Autor:
Nyarai Tunjera, Agnes Chigona
Publikováno v:
International Journal of Information and Communication Technology Education. 16:126-140
The study examined how teacher educators are appropriating technological, pedagogical, and content knowledge (TPACK) and substitution, augmentation, modification, redefinition (SAMR) frameworks in their pre-service teacher preparation programmes. To
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4cd41eade58a67732418524ed363f2cf
https://doi.org/10.4018/ijicte.2020070110
https://doi.org/10.4018/ijicte.2020070110
Publikováno v:
Information Systems ISBN: 9783030959463
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b1bfcf1a52136acb27bbd801398faa08
https://doi.org/10.1007/978-3-030-95947-0_38
https://doi.org/10.1007/978-3-030-95947-0_38
Publikováno v:
The Journal for Transdisciplinary Research in Southern Africa, Vol 11, Iss 3, Pp e1-e17 (2015)
It has been shown that teachers are reluctant to use technology despite the South African (SA) government’s huge expenditure on technological equipment. This might be the result of teachers being unable to select appropriate technology that will yi
Externí odkaz:
https://doaj.org/article/b9a3774fd5e64a41bf53475bb7413174
Publikováno v:
The Journal for Transdisciplinary Research in Southern Africa, Vol 11, Iss 1, Pp e1-e16 (2015)
It has been shown that teachers are reluctant to use technology despite the South African (SA) government’s huge expenditure on technological equipment. This might be the result of teachers being unable to select appropriate technology that will yi
Externí odkaz:
https://doaj.org/article/0254753891f448edad298329aa9584f6
Global Perspectives on Teaching with Technology : Theories, Case Studies, and Integration Strategies
Global Perspectives on Teaching with Technology presents a wealth of current research on how teacher education and training programs around the world are preparing teachers to integrate and apply learning technologies across subjects, grade levels, a
Autor:
Nyarai Tunjera, Agnes Chigona
Publikováno v:
SAICSIT
This study analyses how teacher educators integrate technology into curriculum delivery and hence propose ways of assisting them to use the technologies into their teaching in a constructive manner. The conceptual model to understand the teacher educ
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::92bfdc013987ced23415fce40120ea57
https://doi.org/10.1145/3410886.3410900
https://doi.org/10.1145/3410886.3410900