11 research outputs found
Improve pre-service teachersâ online learning attendance and accessibility through multiple platforms
n this paper, we report on the use of multiple platforms to circumvent challenges associated with nonattendance because of limited accessibility to conventional video conferencing digital tools such as Microsoft Teams (MS Teams) and Blackboard collaborate. One hundred and sixty-five participating pre-service teachers were given the autonomy to connect using any of the given platforms from a prescribed list that worked for them. The platformsâ attendance tracking systems were used to gather data. The findings revealed that using multiple online platforms lowered the challenges associated with lack of access to high-end technological tools and resources. Most of the registered pre-service teachers attended an average 60% of the live classes and 50% of the students strongly agreed that they had followed the recorded sessions. Multiple platforms afford preservice teachers a choice on what works better for them based on the technology to which they have access to and with which they are familiar
Educators synchronously using multiple platforms and devices for teaching and learning during COVID-19 lockdown
The 21st century coupled with the COVID-19 worldwide pandemic is indeed imposing new demands on teaching and learning. Higher education institutions affected extensively educational institutions are mandated with the responsibility of inclusiveness and preparing students for realities of the current and unknown future. There has been heightened attention to educational technologies to mitigate the COVID-19 instigated disruptions. To ensure inclusiveness during future pandemics, there is a need to pay attention to the forms of digital technologies that students have access to (e.g., mobile phones, laptops, as well as applications they are using) in their areas. The article reports the use of multiple applications platforms to circumvent digital divide and help accommodate students who were not able to access the conventional institutional learning management systems. Using a qualitative exploratory research method, the study used the Universal Design for Learning framework to guide the synchronous use of multiple applications. A total of 165 pre-service teachers participated and completed the Google form surveys and 20 volunteered to participate in a focus group discussion. Conversation analysis was used to study the participants\u27 interaction. The results indicated that using multiple online platforms reduced the online learning barriers caused by connectivity challenges and lack of technology tools and resources. Pre-service teachers revealed that the use of multiple platform intervention enabled them to make choices on what works better and was cost effective for them. They further indicated that this further reduced their anxiety caused by feeling isolated and left behind. The researchers recommend educators to explore digital tools that students have and are comfortable to work with, bearing in mind the diverse background of students
Integration of MOODLE into the classroom for better conceptual understanding of functions in Mathematics
Many South African educational institutions are adopting learning management systems (LMS) into their daily teaching and learning practice. The Western Cape Education Department piloted Modular Object-Oriented Dynamic Learning Environment (Moodle), an LMS for improving teaching and learning. The objective of the research reported on here was to determine whether Moodle improved Grade 10 learnersâ conceptual understanding of the topic, functions, in mathematics. The research investigated two classes; one dependent upon a traditional chalk-and-talk teaching method (control), and another exposed to Moodle (experimental). It was found that learners constructed their own knowledge by drawing on resources embedded in Moodle and framed within a Social Constructivist theory. A hybrid e-learning framework was deployed; learners acquired knowledge by interacting with computers. Interaction was monitored and results were recorded using online surveys and tests. A quasi-experimental design was employed to compare the groups. The comparisons were statistically analysed. Results showed that the functionalities within the Moodle LMS were instrumental in improving conceptual understanding of mathematical functions.
Keywords: constructivism; digital technologies; functions; mathematics; Moodl
A Theoretical Framework for M-Learning
The proliferation of mobile technologies in all spheres of society necessitates looking at their beneficial use for education. Many parts of South Africa (SA), Africa and the world experience social-exclusion and marginalisation in education. Education is a human right, and this paper looks at using mobile devices as a means to counter E-exclusion. Emphasis is currently on the adoption and use of mobile technologies, available in many communities, for offsetting E-inclusion. This paper presents an evaluation of mobile learning (M-learning) and M-learning models towards a theoretical framework for M-learning for marginalised contexts. The model offered is applicable to a range of contexts. The model offered suggests that M-learning is rooted in âlearningâ in the first instance; that it is merely a derivative of e-Learning, and that learners, teachers, content, and mobile devices interact dynamically for sound M-learning
Enhancing dialogue to reduce transactional distance: a case of using mobile mediated social media in a virtual group activity
Includes bibliographical references.Transactional distance (TD) theory argues that psychological and communications barriers have the potential of creating misunderstandings in any formation of learning contexts. Distance education is seen as providing both opportunities and challenges. The distance programme being studied has experienced high deferment rates. However, the lack of communication infrastructural challenges and specifically lack of interaction is one major challenge hindering reduction of TD for remotely dispersed distance learners. It has become evident that WhatsApp popularity has risen; one unique feature is its affordance to enhance communication within a group. Hence, WhatsApp group was used to enhance interactions, as well as nurturing social engagement that creates dialogue and sharing amongst a virtual group. This study was aimed at enhancing dialogue as a potential of reducing TD amongst distance students for purposes of improving their study experiences. This study set out to explore how Salmon's (2000) 5-stage Model could be used as one way of implementing a mobile-mediated WhatsApp group activity as an opportunity to reduce TD. Six pre-service teachers participated in the WhatsApp mediated group activity virtually to try and find out how implementing a WhatsApp group activity could enhance dialogue consequently reduce TD
Digital storytelling as a tool for teaching: Perceptions of pre-service teachers
It has been shown that teachers are reluctant to use technology despite the South African (SA) governmentâs huge expenditure on technological equipment. This might be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes as well as being ill-equipped to integrate technology into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to gain insight into the potential benefits of DST for teaching and learning and to determine factors that may prevent pre-service teachersâ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre- service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote voice/self-expression, and (iii) promote collaborative learning and acquisition of multiple skills. Pre-service teachers are of the opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also, the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content
SOUTH AFRICA INTERNATIONAL CONFERENCE ON EDUCATIONAL TECHNOLOGIES, 24 â 26 APRIL 2016, Manhattan Hotel Pretoria, South Africa, âEmpowering the 21st Century Learnerâ Proceedings
South Africa International Conference on Educational Technologies, 24 â 26 APRIL 2016, Manhattan Hotel Pretoria, South Africa, âEmpowering the 21st Century Learnerâ ProceedingsThe aim of this study is to ascertain factors that influenced teachersâ adoption and use of
technology for teaching. The significance of the study is that school stakeholders will be able
to determine which factors are significant to encourage more in-service teachers to adopt and
perhaps use technology as a pedagogical tool. Davisâ (1989) Technological Acceptance
Model (TAM) was adopted as a theoretical framework for this study. According to Davis,
users would accept a technology if it is perceived to be both useful and easy to use. The
model was adopted and modified to explain why teachers in this study have adopted and
perhaps using technology as a pedagogical tool. This is a qualitative study in which ten
teachers were interviewed. Data was analysed inductively and deductively and the result
showed that the most significant internal factor that influenced teachers to use technology
was the benefits of technology for teaching and learning and external factors were availability
and accessibility of technology in schools. The finding has provided significant data for
school stakeholders who want to encourage more teachers to adopt and use technology as a
pedagogical tool
Digital storytelling as a tool for teaching: Perceptions of pre-service teachers
It has been shown that teachers are reluctant to use technology despite the South African (SA) governmentâs huge expenditure on technological equipment. This might be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes as well as being ill-equipped to integrate technology into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to gain insight into the potential benefits of DST for teaching and learning and to determine factors that may prevent pre-service teachersâ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre- service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote voice/self-expression, and (iii) promote collaborative learning and acquisition of multiple skills. Pre-service teachers are of the opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also, the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content
Digital storytelling as a tool for teaching: Perceptions of pre-service teachers
It has been shown that teachers are reluctant to use technology despite the South African
(SA) governmentâs huge expenditure on technological equipment. This might be the
result of teachers being unable to select appropriate technology that will yield positive
learning outcomes as well as being ill-equipped to integrate technology into their
pedagogy. To this end, pre-service teachers at a University were trained on how to
integrate digital storytelling (DST) effectively into their teaching. The aim of this study
is to gain insight into the potential benefits of DST for teaching and learning and to
determine factors that may prevent pre-service teachersâ uptake of DST during in-service
practice. This is a qualitative study in which fifty pre-service teachers were divided into
five groups for focus group interviews. Data were analysed, and the results show that preservice
teachers perceived DST to be beneficial in the classroom as it has the potential to
(i) motivate and engage learners, (ii) promote voice/self-expression, and (iii) promote
collaborative learning and acquisition of multiple skills. Pre-service teachers are of the
opinion that a lack of resources, self-confidence and time owing to restrictive curricula
may prevent uptake of DST during in-service teaching. It was recommended that school
stakeholders create a balance between intrinsic and extrinsic factors that will promote the
adoption and integration of DST into teaching. Also, the education institution
concerned strives to balance all three strands of knowledge: technology, pedagogy and
content