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

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Title: The Use of ICT Resources to Transform Teaching at Secondary Schools in the Bojanala District, Northwest Province
Language: English
Authors: Molotsi, Abueng Rachael (ORCID 0000-0002-4910-2265)
Source: South African Journal of Education. Dec 2022 42(1).
Availability: 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
Peer Reviewed: Y
Page Count: 10
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: 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
Geographic Terms: South Africa
ISSN: 0256-0100
2076-3433
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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1380956
Database: ERIC
FullText Text:
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  Data: The Use of ICT Resources to Transform Teaching at Secondary Schools in the Bojanala District, Northwest Province
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  Data: <searchLink fieldCode="AR" term="%22Molotsi%2C+Abueng+Rachael%22">Molotsi, Abueng Rachael</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4910-2265">0000-0002-4910-2265</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Education%22"><i>South African Journal of Education</i></searchLink>. Dec 2022 42(1).
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Resources%22">Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Check+Lists%22">Check Lists</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Laptop+Computers%22">Laptop Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Centers%22">Computer Centers</searchLink><br /><searchLink fieldCode="DE" term="%22Internet%22">Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Media%22">Social Media</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Publishing%22">Electronic Publishing</searchLink><br /><searchLink fieldCode="DE" term="%22Collaborative+Writing%22">Collaborative Writing</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 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.
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      – Text: English
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      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Technology Integration
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      – SubjectFull: Technological Literacy
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: South Africa
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