Teachers' Experiences of Technology-Based Teaching and Learning in the Foundation Phase

Autor/inn/en	Hannaway, D. M.; Steyn, M. G.
Titel	Teachers' Experiences of Technology-Based Teaching and Learning in the Foundation Phase
Quelle	In: Early Child Development and Care, 187 (2017) 11, S.1745-1759 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hannaway, D. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1186669
Schlagwörter	Teaching Experience; Technology Uses in Education; Qualitative Research; Case Studies; Pedagogical Content Knowledge; Technological Literacy; Semi Structured Interviews; Teaching Skills; Photography; Preschool Teachers; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Qualitative Forschung; Case study; Fallstudie; Case Study; Pädagogische Kompetenz; Technisches Wissen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Fotografie; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper presents one aspect of a larger scale doctoral study, namely the teachers' experiences of technology-based teaching and learning in the Foundation Phase. Technology is a huge driver of change and South African education has to change regularly to meet the requirements set out by the Department of Education, including the development of learning outcomes for the 21st century. This study therefore explored teachers' experiences of technology-based teaching and learning in the Foundation Phase. Qualitative case study research methods such as photo voice, semi-structured interviews and field notes were conducted within two cases of technology-rich schools and examined through the Technological Pedagogical and Content Knowledge framework. Data yielded results that correlated with the theoretical framework namely: technological knowledge; pedagogical knowledge; and content knowledge, as well elements such as technological tools, 21st century skills and technology-based teaching and learning in the Foundation Phase. Finally, the significance of this study was that the data gathered proved worthwhile in producing a framework in order to understand Foundation Phase teachers in context as well as provide a robust contribution to the way in which technology-based teaching and learning occurs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01