Unveiling educators’ readiness to teach through Digital Media (DM): The case of South Africa
Education and Information Technologies,
Journal Year:
2025,
Volume and Issue:
unknown
Published: Jan. 23, 2025
Language: Английский
Investigating the Experiences of Mathematics Teacher Technology Integration in the Selected Rural Primary Schools in Namibia
International Journal of Technology-Enhanced Education,
Journal Year:
2024,
Volume and Issue:
3(1), P. 1 - 15
Published: March 12, 2024
This
qualitative
case
study
investigated
the
experiences
of
15
purposely
selected
mathematics
teachers'
technology
integration
in
Namibia's
rural
primary
schools.
The
used
TPACK
framework
while
data
were
collected
through
semi-structured
interviews
and
lesson
observation.
results
indicate
that
teachers
use
various
ICT
available
schools
Namibia.
While
some
ICTs
are
widely
used,
others
only
utilized
occasionally.
was
deemed
beneficial,
albeit
impeded
by
several
challenges
its
incorporation
into
classroom.
These
pertained
to
a
lack
training,
guidelines,
change
teacher
role
teaching.
underscores
significance
subject-specific
training
enable
adopt
transformative
uses
more
frequently.
recommends
further
research
examine
how
effectively
engage
actively
meet
students'
learning
needs.
Language: Английский
Modeling the Critical Factors Affecting the Success of Online Architectural Education to Enhance Educational Sustainability
Sustainability,
Journal Year:
2024,
Volume and Issue:
16(9), P. 3803 - 3803
Published: May 1, 2024
Due
to
their
unique
requirements,
the
COVID-19
pandemic
precipitated
an
urgent
shift
toward
online
education,
profoundly
impacting
disciplines
such
as
architectural
education
(AE).
While
has
demonstrated
efficacy
in
theoretical
domains,
practical
like
AE
face
significant
challenges,
particularly
design
studios
(DS).
This
study
aims
identify
critical
factors
affecting
success
of
for
sustaining
educational
quality
amid
crises.
A
comprehensive
systematic
literature
review
was
undertaken,
followed
by
development
a
questionnaire
encompassing
53
challenges
pertinent
(OAE).
The
administered
architecture
students
who
had
experienced
OAE,
resulting
232
fully
completed
responses.
Twenty-four
(CCs)
were
identified
through
normalized
mean
value
analysis.
Exploratory
factor
analysis
revealed
three
pivotal
factors,
subsequently
validated
confirmatory
structural
equation
model
(SEM)
constructed
elucidate
magnitude
impact
exerted
these
on
OAE.
Critical
challenge
encompassed
obstacles
(1)
interactive,
communicative,
and
collaborative
social
learning,
(2)
inexperience
technical
constraints,
(3)
enhanced
accessibility,
self-sufficiency.
These
findings
represent
first
novel
contribution
this
domain,
distinct
from
previous
research
endeavors,
delineating
primary
Language: Английский
Rural School Teachers Leveraging Pandemic Teaching Experiences for Technology Integration in Post-Pandemic Classrooms
Advances in educational technologies and instructional design book series,
Journal Year:
2024,
Volume and Issue:
unknown, P. 125 - 147
Published: June 30, 2024
This
study
investigates
how
rural
teachers
in
the
Eastern
Cape
province
of
South
Africa
harness
their
experiences
during
pandemic
to
integrate
technology
into
post-pandemic
pedagogical
practices.
Adopt
TPACK
theoretical
framework,
purposively
selected
18
province's
schools
Africa.
Data
was
collected
through
interviews
and
two
sharing
circles
a
phenomenological
approach
analyzed
thematically.
Findings
reveal
that
teachers,
initially
intimidated
by
technology,
adapted
its
use
out
necessity
came
view
it
as
an
essential
teaching
tool.
Teachers
embraced
digital
tools
overcome
infrastructural
challenges
maintain
educational
continuity,
showing
resilience
innovation,
prompting
acquire
new
competencies
reconsider
integrating
technology.
These
continue
shape
practices
promote
sustained
technological
integration,
indicating
marked
shift
teachers'
perspectives
towards
role
teaching.
Language: Английский
Emergency remote teaching during COVID-19: an examination of selected secondary school teachers’ experiences on technology integration in Namibia
The Independent Journal of Teaching and Learning,
Journal Year:
2024,
Volume and Issue:
19(2), P. 79 - 92
Published: Dec. 10, 2024
This
study
examines
the
experiences
of
secondary
school
teachers
in
Namibia
integrating
technology
during
emergency
remote
teaching
(ERT)
necessitated
by
COVID-19
pandemic.
Aided
TPACK
framework
and
an
interpretive
qualitative
case
approach.
The
data
were
gathered
through
semi-structured
interviews
17
selected
using
purposive
sampling.
Findings
revealed
innovatively
employed
available
technological
resources
to
ensure
continuity
education,
sharing
customising
instructional
content
promote
student
interaction.
also
found
a
significant
role
for
parental
involvement
supporting
ERT.
However,
integration
transition
ERT
was
associated
with
challenges,
including
lack
access
digital
technologies,
technical
glitches,
maintaining
engagement.
Unexpectedly,
feelings
professional
isolation
reported
among
teachers,
potentially
due
abrupt
shift
online
lacking
conventional
face-to-face
collaboration.
research
underscores
importance
adequate
literacy
skills,
essential
resources,
policymakers
educators
creating
effective
tactics
overcome
emerging
challenges.
findings
suggest
can
significantly
enrich
support
educational
crisis
situations.
Language: Английский