| Autor: |
Dlamini, Reuben |
| Předmět: |
|
| Zdroj: |
Independent Journal of Teaching & Learning; 2022, Vol. 17 Issue 2, p28-43, 16p |
| Abstrakt: |
This article reports on research undertaken as part of a provincial government initiative to transform education practices through the integration of digital technologies. A case study was done in the Gauteng province to understand the factors constraining the uptake of ICT in schools instead of peddling a unified globalist account. It was also an effort to understand why some teachers integrate ICT and others do not. There were 1 330 questionnaires distributed to 133 randomly selected schools, and 837 respondents returned their questionnaires. The response rate was 63%. It is within these methodological constraints and parameters that the results and related discussion should be viewed. Data analysis using descriptive statistics and Pearson correlation analysis revealed that teachers' limited technological pedagogical knowledge and low experience in integrating computers into the classroom has had impact on ICT uptake. There is a dearth of practices for ICT integration in the classroom; however, there was congruence with the global perspective that context is key. The recommendations are to ensure ongoing technical and pedagogical support, to increase ICT professional development opportunities for teachers, and to conduct a systematic longitudinal study to provide a better understanding of various technologies in teaching and learning. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
|
