The Use of ICT Resources to Transform Teaching at Secondary Schools in the Bojanala District, Northwest Province

Autor/in	Molotsi, Abueng Rachael
Titel	The Use of ICT Resources to Transform Teaching at Secondary Schools in the Bojanala District, Northwest Province
Quelle	In: South African Journal of Education, 42 (2022), Artikel 2098 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Molotsi, Abueng Rachael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Educational Change; Secondary School Teachers; Technology Integration; Technological Literacy; Pedagogical Content Knowledge; Teacher Attitudes; Technology Uses in Education; Teaching Methods; Educational Resources; Faculty Development; Teacher Characteristics; Check Lists; Foreign Countries; Information Technology; Laptop Computers; Computer Centers; Internet; Social Networks; Social Media; Computer Mediated Communication; Computer Software; Electronic Publishing; Collaborative Writing; South Africa + Suchen Sie Ihr Suchwort? Bildungsreform; Technisches Wissen; Pädagogische Kompetenz; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsmittel; Checkliste; Ausland; Informationstechnologie; Laptop computer; Laptop; Computer; Digitalrechner; Social network; Soziales Netzwerk; Soziale Medien; Computerkonferenz; Elektronisches Publizieren; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In the study reported on here I investigated how teachers used available information and communications technology (ICT) resources to transform teaching and learning in the Bojanala district in the Northwest province of South Africa. The Technological Pedagogical Content Knowledge (TPACK) framework enabled understanding of how the use of available ICT resources transforms teaching and learning. I adopted a qualitative, multiple case study research design which was grounded in the interpretive paradigm. Eight teachers were purposefully sampled -- 6 men and 2 women. Semi-structured interviews, non-participant observation and document analysis were the data collection strategies. Data analysis was done according to Creswell's 4 pillars of data analysis. Ethics was maintained using voluntary participation, informed consent, confidentiality, and anonymity. The results reveal limited use of ICT resources to transform teaching. It is recommended that ongoing, inservice training on using ICT resources should be done to assist teachers to transform their lesson delivery. Again, schools should be provided with ICT policies to guide them on how to transform teaching using ICT resources. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01