Unveiling educators’ readiness to teach through Digital Media (DM): The case of South Africa
Education and Information Technologies,
Год журнала:
2025,
Номер
unknown
Опубликована: Янв. 23, 2025
Язык: Английский
Navigating ICT Challenges and Effects at Rekopantswe Senior Phase Schools: Exploring Teaching and Learning Results
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan e-Saintika,
Год журнала:
2025,
Номер
9(1), С. 46 - 73
Опубликована: Март 31, 2025
The
effective
and
sustained
use
of
Information
Communication
Technologies
(ICTs)
is
critical
to
meeting
21st
century
educational
demands.
ICT
integration
no
longer
merely
an
enhancement
but
a
fundamental
shift
that
requires
active
participation
from
teachers
school
management.
Despite
its
potential,
adoption
in
South
African
schools
remains
inconsistent,
with
full-scale
occurring
only
after
1994.
process
largely
affected
by
challenges
such
as
inadequate
teacher
training,
limited
infrastructure,
negative
attitudes,
insufficient
technical
support,
which
hinder
sustainable
implementation.
These
affect
under-resourced
areas,
those
the
Rekopantswe
sub-district,
where
implementation
inadequate.
This
study
focuses
on
research
gap,
exploring
unique
impeding
senior
phase
classrooms
within
sub-district.
A
qualitative
approach
employed,
using
semi-structured
interviews,
classroom
observations,
group
discussions
senior-phase
learners
sub-district
schools.
Findings
reveal
while
recognize
ICT’s
pedagogical
benefits,
constrained
lack
formal
resources,
inconsistent
institutional
support.
underscores
need
for
structured
professional
development
programs
designed
contextual
needs
improved
infrastructural
support
enhance
ICT‘s
impact
teaching
learning.
Through
reflections
barriers,
adds
body
knowledge
highlighting
strategies
be
adopted
fostering
less
resourced
schools,
informing
policy
direction
future
field.
Язык: Английский
Effect of a teacher training program with ICT on university students’ learning
Contemporary Educational Technology,
Год журнала:
2024,
Номер
17(1), С. ep556 - ep556
Опубликована: Дек. 23, 2024
Information
and
communication
technologies
(ICT)
can
help
increase
teachers’
abilities
and,
as
a
result,
the
learning
of
new
cohorts
students
who,
in
age
mass
higher
education,
enter
university
classrooms
less
prepared.
Although
ICT-based
teacher
training
initiatives
are
well-known,
there
is
little
proof
that
results
useful
for
students.
This
research
aimed
to
study
efficiency
preparation
program
considered
usage
ICT,
with
follow-up
ensuing
years.
The
sample
consisted
all
enrolled
at
Universidad
Tecnológica
Metropolitana
Chile
from
2017
2022.
method
analysis
grade
point
average
was
compared
using
t-test
detect
significance
each
year.
show
2017–2022,
who
had
courses
trained
instructors
performed
better
on
tests
than
classes
untrained
teachers
average.
Also,
it
has
been
found
science,
technology,
engineering,
mathematics
(STEM)
areas
receive
generally
more
effective
non-STEM
teachers.
Consequently,
women
STEM
fields
perform
when
their
qualified.
Язык: Английский
Examining the Reliability and Validity of Measuring Scales related to Informatization Instructional Leadership Using PLS-SEM Approach
Dinamika Jurnal Ilmiah Pendidikan Dasar,
Год журнала:
2024,
Номер
16(1), С. 12 - 12
Опубликована: Май 7, 2024
During
the
COVID-19,
university
teachers’
informatization
instructional
leadership
(TIIL)
was
adopted
in
many
countries.
This
attracted
widespread
attention.
research
derived
six
factors
from
unified
theory
of
acceptance
and
use
technology
(UTAUT)
including
performance
expectancy
(PE),
effort
(EE),
social
influence
(SI),
facilitating
conditions
(FC)
behavioral
intention
(BI),
added
two
new
internal
elements
related
to
individual
teacher
which
are
computer
self-efficacy
(CSE)
blended
teaching
competence
(BTC).
Before
using
Partial
Least
Squares
Structural
Equation
Modeling
(PLS-SEM)
explore
contributing
TIIL
by
assessing
interrelation
between
constructs
within
extended
UTAUT
model
this
study.
pilot
study
aimed
examine
reliability
validity
modified
scales
incorporating
Use
Expectancy
(UE)
Scale
(PE
EE
Scale)
used
measure
expectancy,
SI
influence,
FC
conditions,
CSE
self-efficacy,
BTC
competence,
BI
adopt
TIIL,
leadership.
A
total
60
teachers
large
multi-disciplinary
private
undergraduate
universities
Xi’an
city
Shaanxi
province
China
participated
research.
The
data
collected
November-December
2022
during
middle
stages
COVID-19
pandemic.
PLS-SEM
approach
evaluate
adapted
scales.
consistency
determined
composite
(CR)
Cronbach’s
alpha.
Convergent
assessed
outer
loading
average
variance
extracted
(AVE).
Assessment
discriminant
measured
Fornell-Larcker
criterion,
Cross-loadings
Heterotrait-Monotrait
Ratio
(HTMT).
Results
showed
after
deleting
nine
items
with
lower
than
.40,
alpha
values
were
all
higher
.70.
CR
at
a
satisfactory
level.
All
item
fulfilled
criteria
AVE,
cross-loadings,
HTMT.
Research
results
revealed
valid
reliable
be
future
explored
influencing
Chinese
context,
enriched
provided
practical
support
for
development
TIIL.
Язык: Английский
Edukalidad 2.0: Professional development practices and needs of medium elementary schools in District II Schools Division of Candon City
International Journal of Research Studies in Education,
Год журнала:
2024,
Номер
13(5)
Опубликована: Май 20, 2024
Continuous
professional
development
programs
play
an
essential
role
in
developing
competency
of
teachers,
because
their
positive
impact
to
students'
academic
achievement.Professional
Development
program
is
aimed
at
equipping
teachers
with
the
necessary
knowledge
and
skills
make
them
efficient,
effective
successful
job.While
importance
continuous
recognized,
more
investigations
are
needed
describe
identify
current
practices
needs
as
bases
crafting
program.In
such
perspectives,
this
study
was
conceptualized.Through
interviews,
produced
extended
texts
a
result
transcribing
interview
recordings.Thorough
text's
thematic
analysis
on
led
discovery
important
three
themes
dubbed
ACE:
Attending
Professional
Activities,
Collaborating
Colleagues,
Enrolling
Graduate
Studies.These
emphasized
teachers.Furthermore,
discovered
revealed
by
gathered
data,
5S
teachers.These
focused
having
intensive
trainings
strategies
Integrating
Information
Communications
Technology
(ICT)
pedagogy,
classroom
management,
communication,
localizing
instruction,
writing
research.Finally,
concludes
that
undergoing
ACE
will
address
identified
5S.In
light,
localized
primer
developed
may
be
used
implementing
thereby
enhancing
teachers'
ultimately
pave
way
for
transformative
teaching
practices,
enriched
learning
experiences,
empowered
students.
Язык: Английский
Embracing Inclusivity
Advances in educational technologies and instructional design book series,
Год журнала:
2024,
Номер
unknown, С. 343 - 366
Опубликована: Авг. 23, 2024
The
chapter
explores
the
critical
role
of
diversity
and
inclusion
in
contemporary
education
context
COVID-19
pandemic
global
conflicts.
It
provides
strategies
for
cultivation
equitable
learning
environments,
with
a
focus
on
integration
technology,
development
secure
spaces,
culturally
responsive
teaching.
Forging
community
partnerships,
empowering
student
voices,
conducting
ongoing
assessments
inclusive
practices
are
prioritized.
Educators
can
ensure
that
all
students
have
opportunities
by
adopting
these
methods,
enabling
them
to
accommodate
their
diverse
requirements
better.
Education
is
positioned
as
catalyst
equity
social
justice
our
interconnected
world,
advocates
sustained
commitment
inclusivity.
Язык: Английский
Educaplay as a tool to potentiate English vocabulary retention and learning
European Public & Social Innovation Review,
Год журнала:
2024,
Номер
9, С. 1 - 16
Опубликована: Сен. 10, 2024
Introduction:
A
lack
of
vocabulary
poses
a
major
barrier
to
mastering
English,
often
leading
communication
challenges.
Technology
can
support
and
facilitate
the
teaching-learning
process,
notably
in
acquisition
foreign
language.
Thus,
this
research
explores
impact
Educaplay,
on
among
EFL
high
school
students
southern
Ecuador.
Methodology:
This
study
applied
quasi-experimental
design,
with
sample
60
students,
selected
through
purposeful
method.
To
collect
data
pre-test,
post-test,
an
observation
checklist,
graded
activities
were
employed.
The
significance
was
measured
t-student
ANOVA.
Results:
Educaplay
evidenced
be
effective
technological
tool
students'
retention
improvement
as
shown
by
p-value
4.86e-15
F-value
(49.000)
p-values
(0.000).
Discussion:
Implementing
interactive
engaging
aligned
teacher's
guidance
allowed
participants
increase
their
vocabulary,
thus
they
understood
when
how
use
different
terms
correct
spelling
these
words.
Conclusion:
Participants
improved
proficiency
increased
motivation
Additionally,
findings
unveil
that
incorporating
classroom
promoted
productive
learning
environment.
Язык: Английский
Digital Competence among Araling Panlipunan Teachers in the Division of El Salvador City
Jomer T. Paquinol,
Wilma R. Taganas,
Jovit D. Comon
и другие.
European Modern Studies Journal,
Год журнала:
2024,
Номер
8(4), С. 167 - 198
Опубликована: Авг. 23, 2024
Araling
Panlipunan
teachers'
digital
competence
theorizes
that
transformative
teaching
practices
and
ongoing
professional
growth
as
the
driving
force
behind
enables
educators
to
flourish
in
era.
This
study
aimed
determine
level
of
development.
Specifically,
it
accomplished
three
primary
objectives
on
characterizing
respondents;
examining
terms
development;
determining
correlations
between
respondents'
profiles
their
competence.
The
involved
one
hundred
sixty-four
(164)
teachers,
using
a
universal
sampling
method.
A
correlational-descriptive
research
design
was
employed,
utilizing
patterned
modified
questionnaire.
Statistical
tools
such
means,
frequency,
standard
deviation,
Pearson-r
were
employed
analyze
collected
data,
allowing
for
comprehensive
examination
Findings
showed
majority
respondents
are
handling
Grade
1-3
with
units
Master’s
degree
have
experience
10
years
or
more.
They
personal
ownership
daily
internet
duration
ICT
usage
4-8
hours.
high
There
is
significant
relationship
respondents’
It
important
teachers
be
good
at
tools.
Teachers
who
actively
engage
collaborative
learning
experiences
platforms
more
likely
enhance
improve
practices.
recommended
accrued
credits
continue
pursuit
completing
program.
Additionally,
imperative
employ
plagiarism
detection
software
thoroughly
examine
students’
work
any
signs
plagiarism.
Язык: Английский
Exploring the Professional Identity Development of English Lecturers as Tech-Savvy Educators
IJORER International Journal of Recent Educational Research,
Год журнала:
2024,
Номер
5(6), С. 1474 - 1491
Опубликована: Дек. 7, 2024
Objective:
The
professional
identity
of
lecturers
evolved
because
the
complexity
activities
and
policies.
This
study
aims
to
discover
how
English
Literature
Lecturers
cultivate
their
as
Techno
Savvy.
Method:
qualitative
case
is
an
endeavor
address
literature
lecturers''
tech-savvy
lecturers.
Four
voluntarily
participated
in
this
study.
Semi-structured
interviews
observations
were
done
learn
identity.
Thematic
analysis
was
used,
methodological
triangulation
chosen
ensure
objectivity.
Results:
result
indicates
that
LLecturers''
cultivated
a
technology-savvy
lecturer
through
learning
media
used
classroom.
Joining
technology
development
sessions
Technology
Enhanced
Language
Learning
Association
becomes
external
motivation
socially
constructs
Novelty:
found
type
activities,
university
policy,
social
identification
influenced
Professional
Identity
Development.
Язык: Английский
Perception of Eswatini Teachers about Effectiveness of online course “Certificate in Online Teaching for Educators”
PJDOL,
Год журнала:
2024,
Номер
10(1), С. 19 - 38
Опубликована: Июнь 30, 2024
This
study
evaluated
the
impact
of
a
6-week
fully
online
Certificate
in
Online
Teaching
for
Educators
(COTE)
program
on
graduates'
teaching
practices.
A
survey
was
distributed
to
350
COTE
graduates,
with
24
respondents
completing
questionnaire.
Results
showed
that
most
participants
applied
learnings
from
their
including
designing
lessons,
creating
multimedia
resources,
facilitating
virtual
classes,
using
new
educational
technologies,
implementing
authentic
assessments
and
providing
meaningful
feedback.
Over
70%
felt
more
confident
learning,
better
able
engage
students
virtually,
expanded
knowledge
pedagogy
after
COTE.
The
findings
suggest
despite
its
short
duration,
positively
influenced
preparedness
skills
key
areas
instruction.
However,
low
response
rate
limits
generalizability.
Further
research
larger
samples
is
needed
corroborate
Язык: Английский