scholarly journals Investigating Pedagogical Paradigm Shift in the 21st Century Teaching and Learning in South African Secondary Schools

2020 ◽  
Vol 8 (4) ◽  
pp. 705-719
Author(s):  
Munyaradzi Sikhakhane ◽  
Samantha Govender ◽  
Mncedisi Christian Maphalala
Keyword(s):  
Secondary Schools ◽  
South African ◽  
21St Century ◽  
Paradigm Shift ◽  
Teaching And Learning

scholarly journals A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria

2020 ◽  
Vol 2 (1) ◽  
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
21St Century ◽  
Teaching And Learning ◽  
Formal Education ◽  
Survey Design ◽  
Instructional Delivery ◽  
Continuous Professional Development ◽  
Professional Development Of Teachers ◽  
The Impact

Formal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate school infrastructure and continuous professional development of teachers for innovative instructional delivery. Therefore, this study was carried out to investigate the extent to which infrastructural provisions and continuous professional development of teachers in secondary schools in Nigeria support the development and acquisition of 21st Century teaching and learning skills. The study which adopted the impact of school infrastructure on learning by Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed instruments were used to collect data from (20) selected secondary schools, (50) teachers and (200) students. Data were analysed using frequency count, percentage score, mean, and standard deviation. Findings showed that the schools visited lack infrastructural provisions, the teachers do not have the requisite skills and the students are not aware of any other means of learning different from the conventional styles offered by their teachers. Therefore, this study offered a two-prong approach of immediate provision of technological infrastructure for schools and the development of teachers’ professional skills through focused training targeted at enhancing their technological instructional delivery skills.

Conceptualizing a Leadership Style for Promoting the Teaching and Learning of Mathematics in Rural Secondary Schools

2019 ◽  
pp. 261-285
Author(s):  
Zingiswa Mybert Jojo
Keyword(s):  
Secondary Schools ◽  
School Leadership ◽  
South African ◽  
Leadership Style ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Instructional Leaders ◽  
Mathematics Classrooms ◽  
Effective Teaching And Learning

Mathematics teachers serve as instructional leaders in their classrooms to ensure effective teaching and learning of mathematics. This chapter chronicles the conceptualization of a leadership style that promote the teaching and learning of mathematics in rural secondary schools. In this chapter, a prediction of a leadership style that can transform underachieving rural secondary schools for the promotion of teaching and learning of mathematics is presented. In addition, the interaction between transformational and instructional leadership effects in the mathematics classroom are discussed. The chapter defines leadership in mathematics teaching, discusses leadership for the mathematics classroom, presents how leadership was introduced in South African schools, followed by Mathematics instructions and leadership, and principal's perceptions on school leadership and its links to or effects on mathematics performance. Finally, the chapter suggests applied transformational leadership as a proposed tested model that has yielded a good performance in rural mathematics classrooms.

scholarly journals TAHAP PENERIMAAN GURU SEJARAH TERHADAP PENGGUNAAN APLIKASI MOBILE DALAM PEMBELAJARAN SUBJEK SEJARAH

2018 ◽  
Vol 6 (1) ◽  
pp. 169-177
Author(s):  
MOHD SYAMSULFITRI MOHAMAD IDRIS ◽  
KHAIRUL AZHAR MAT DAUD
Keyword(s):  
Secondary Schools ◽  
Mobile Phone ◽  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Advanced Technologies ◽  
Teacher Acceptance

Proses pengajaran dan pembelajaran dilihat menjadi semakin mencabar khususnya terhadap guruguru di sekolah. Penggunaan kaedah yang semakin maju dan moden perlu dipelajari oleh guru-guruagar pelajar tidak ketinggalan terutama dari segi pengajaran menggunakan kaedah yang lebih moden.Kajian ini adalah untuk melihat tahap penerimaan guru sejarah terhadap penggunaan aplikasi mobiledalam penyampaian subjek sejarah. Kajian ini memfokuskan kepada guru-guru matapelajaran sejarahdi 15 buah sekolah menengah negeri Kelantan yang mana mewakili kawasan luar bandar dan bandar.Kaedah kuantitatif digunakan untuk melihat tahap keperluan guru terhadap penggunaan aplikasi mobiledalam penyampaian subjek sejarah. Hasil kajian telah direkodkan dan mendapati tahap penerimaanguru terhadap penyampaian subjek sejarah menggunakan medium pembelajaran menggunakan aplikasimobile adalah tinggi.   In the 21st century, the learning process needs to be integrated with the latest information technology.The process of teaching and learning is very challenging. The integrating of advanced technologies inteaching process is very crucial and must be learned by teachers so that students are not left behindin their learning. This study is to examine the level of acceptance and the level of needs to use mobilephone as a medium to teach historical subjects towards historical teachers. Data were collected by usingquantitative method. Questionnaires have been distributed among historical teachers whose are teachinghistorical subject at 15 secondary schools in Kelantan. The schools involved are located in the rural andurban areas. Data have been analysis and the finding of the study have been recorded and found thatthe level of teacher acceptance and level of needs to use mobile phone as a medium to teach historicalsubject is high.

MANAGING INFORMATION AND COMMUNICATION TECHNOLOGIES APPLICATIONS IN THE LOWER SECONDARY SCHOOLS IN K’RONG PAC DISTRICT, DAK LAK PROVINCE IN THE CONTEXT OF TECHNOLOGY REVOLUTION 4.0

2018 ◽  
Author(s):  
Pham Van Truong
Keyword(s):  
Secondary Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Software Management ◽  
Active Teaching ◽  
Application Management ◽  
Local Practices ◽  
Information And Communication ◽  
Lower Secondary Schools

The author analyze deeply management status of information and communication technologies (ICTs) application in teaching at the lower secondary schools in Krong Pac District, Dak Lak province today on the back: management status of building and using multimedia classrooms; management status of using teaching software; management status of desining and using active teaching and learning (ATL) lesson plans with using ICTs; management status of using ICTs in the examination and evaluation learning outcomes of pupils from that author proposed 6 application management solutions for ICTs in the lower secondary schools in Krong Pac district, Dak Lak province in the context of technological revolution 4.0 fit the circumstances of local practices.

A CUSTOMISED FRAMEWORK FOR EFFECTIVE PODCAST INTEGRATION IN A SOUTH AFRICAN HIGHER EDUCATION ENVIRONMENT

2016 ◽  
Vol 38 (1) ◽  
pp. 14-32
Author(s):  
Shane Pachagadu ◽  
Liezel Nel
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
South African ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Education Environment ◽  
University Of Technology ◽  
African Higher Education ◽  
South African Higher Education ◽  
Effective Integration

Numerous studies have explored the potential of podcast integration in teaching and learning environments. This paper first presents and organises perspectives from literature in a conceptual framework for the effective integration of podcasting in higher education. An empirical study is then discussed in which the guidelines presented in the framework were evaluated for applicability in a selected course at a South African University of Technology. Since the results of the study revealed a number of aspects not accounted for in the conceptual framework, the framework was customised to make it more applicable for the particular higher education environment. The customised framework identifies four principles and a series of related guidelines for the effective integration of podcasts in a South African higher education teaching and learning environment. This framework can become a valuable resource for effective podcast integration in similar environments.

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