Perspectives of spinal health within the school setting in a South African rural region: A qualitative study

Work ◽  
2021 ◽  
pp. 1-15
Author(s):  
Quinette Louw ◽  
Réna Isabel Kriel ◽  
Yolandi Brink ◽  
Sjan-Mari van Niekerk ◽  
Nassib Tawa
Keyword(s):  
Teaching And Learning ◽  
School Setting ◽  
Computer Software ◽  
Phenomenological Approach ◽  
Spinal Pain ◽  
Data Coding ◽  
Number Of Children ◽  
Technology In Teaching ◽  
Integration Of Technology ◽  
Teachers And Parents

BACKGROUND: Spinal pain is one of the leading causes of morbidity globally. There is an increase in the number of children and adolescents who experience spinal pain and the lifetime prevalence of adolescent spinal pain varies between countries. In Africa, one in two adolescents experiences spinal pain and the prevalence is increasing. OBJECTIVE: This study reports on the knowledge and perspectives of school-attending children, adolescents, teachers, and parents/guardians regarding spinal health. METHODS: We conducted a descriptive qualitative case study with an interpretative and phenomenological approach. Data coding, management and analysis was done using ATLAS.ti computer software. RESULTS: Ninety-three participants (66 women and 27 men) were enrolled in the study. The barriers associated with students’ spinal health were multifactorial, including low levels of physical activity, dangerous gameplay, sports risks, poor ergonomics, school bags, insufficient knowledge, and pregnancy risks. Participants proposed strategies to improve spinal health including the provision of students’ lockers, advice on appropriate school bag types, embedding spinal education in the curriculum, general advocacy for spinal health, and integration of technology in teaching and learning. CONCLUSION: There is a need for further engagement on school-based spinal health promotion programs that consider local socio-economic, educational, and cultural factors.

scholarly journals “Lit-Movie”: Teaching Literature using Media-Assisted Learning

2020 ◽  
Vol 9 (3) ◽  
pp. 1700-1704
Keyword(s):  
Teaching And Learning ◽  
English Literature ◽  
Language Teachers ◽  
Learning Material ◽  
Teaching Literature ◽  
Technology In Teaching ◽  
Integration Of Technology ◽  
English Second Language ◽  
Main Components ◽  
Over Time

The teaching and learning of English Literature is to be considered as one of the main components in Malaysian English Second Language (ESL) context. The methods and strategies of teaching and learning literature components has evolved over time and this includes the integration of technology in teaching literature. All parties, including teachers, parents and schools have been responsible in promoting literature. However, regardless of all the initiatives taken in regards to promoting literature, students nowadays tend to still lack of competency in learning literature due to lack of interest in learning literature. Hence, it is believed that there is a need for an innovation of using media in teaching literature in the classroom. “Lit-Movie” which is an inventive teaching and learning material is designed and developed to help assist language teachers with a more fun way to teach literature to their students

scholarly journals Integrating Technology in English Language Teaching: Global Experiences and Lessons for Indonesia

2018 ◽  
Vol 8 (6) ◽  
pp. 107 ◽  
Author(s):  
Salasiah Ammade ◽  
Murni Mahmud ◽  
Baso Jabu ◽  
Suradi Tahmir
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Learning And Teaching ◽  
Technology In Teaching ◽  
Integration Of Technology ◽  
Information And Communication ◽  
New Research

The integration of Information and Communication Technology (ICT) in English language educational settings often improves teaching and learning (Tinio, 2016). English language teaching and technology have been seen as interesting new research era. This article reviewed studies on ICT integration in teaching from ten different countries. The aim of this review is to analyze cross cultural findings in order to determine what factors might be best applied to the Indonesia situation to improve English language learning and teaching as well as types of technology might be best adopted for ELT improvement. The articles for the study were found through internet search engine, Google scholar and ERIC in the area of technology integration and technology tools in English language teaching. Thus, the data taken is carefully investigated using inclusion and exclusion criteria.  The result of analysis showed that the integration of technology in teaching can improve the experience for students and teachers and improve learning for students.

scholarly journals An Empirical Assessment of Students’ Perceptions on Integrated Educational Factors in Islamiyyah Madrasah in North-Central Nigeria

2015 ◽  
Vol 3 (1) ◽  
pp. 21-39
Author(s):  
Ahmad Tijani Surajudeen ◽  
Muhammad Zahiri Awang Mat
Keyword(s):  
Public Schools ◽  
Teaching And Learning ◽  
Integrated Education ◽  
North Central ◽  
National Board ◽  
Islamic Studies ◽  
Technology In Teaching ◽  
Integration Of Technology ◽  
Perceptions Of Students ◽  
First World

As a response to the problem of dualism, the First World Conference on Muslim Education (Makkah, 1977) proposed the establishment of integrated education in the Muslim world. There is a gap in the literature regarding the implementation of integrated education in the Nigerian context despite an emphasis on the vitality of integrated education paradigm. This study investigated the perceptions of students about integrated education in the context of Islamiyyah madrasah in North-Central Nigeria. A survey questionnaire was  used to collect data from 344 respondents in selected Islamiyyah madrasah in the country. The findings indicate that the majority of the respondents perceived that Islamiyyah madrasah balances between Islamic and Western education. The majority of the respondents agreed that they used dialogical pedagogy which allows students to participate during teaching and learning. Moreover, they believed that Islamiyyah madrasah promotes the integration of  technology in teaching and learning. In conclusion, it was recommended that the three components of integrated education should be harmonized in order to foster the personality of the learners. Drastic efforts are required to propel integrated education in order to provide opportunity for learners to compete favorably with students of public schools. This necessitates support from all, stakeholders including, government authorities, the National Board of Arabic and Islamic Studies (NBAIS) among others.   Abstrak:     Sebagai respon kepada masalah dualism Persidangan Dunia Pertama Mengenai Pendidikan Islam (Mekah, 1977) mencadangan pengasasan pendidikan bersepadu dalam dunia Islam. Terdapat jurang dalam literatur berkenaan pelaksanaan pendidikan bersepadu dalam konteks Nigeria walaupun terdapat penekanan terhadap kekuatan paradigma pendidikan bersepadu. Kajian ini menyiasat persepsi pelajar tentang pendidikan bersepadu dalam konteks madrasah Syariah Islamiah di Utara-tengah Nigeria. Soal selidik telah digunakan untuk mengumpul data daripada 344 orang responden daripada madrasah Syariah Islamiah yang dipilih di seluruh negara. Hasil kajian menunjukkan bahawa majoriti responden dilihat bahawa madrasah Syariah Islamiah sebagai pengimbang antara pendidikan Islam dan Barat. Majoriti responden bersetuju bahawa mereka menggunakan pedagogi dialogikal yang membolehkan pelajar untuk mengambil bahagian dalam pengajaran dan pembelajaran. Selain itu, mereka percaya bahawa madrasah Syariah Islamiah menggalakkan integrasi teknologi dalam pengajaran dan pembelajaran. Kesimpulannya, kajian mengesyorkan bahawa ketiga-tiga komponen pendidikan bersepadu harus diharmonikan bagi memupuk keperibadian pelajar. Usaha-usaha yang drastik perlu untuk melonjakkan pendidikan bersepadu bagi memberi peluang untuk bersaing dengan baik dengan pelajar daripada sekolah awam. Ini memerlukan sokongan daripada semua, pihak-pihak berkepentingan antara lain termasuk pihak berkuasa, Lembaga Kebangsaan bagi Pengajian Arab dan Islam (NBAIS).   

scholarly journals A Phenomenological Study on Teacher’s View and Perspectives on Using Technology in Teaching & Learning

2018 ◽  
pp. 748-755
Keyword(s):  
Teaching And Learning ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
International School ◽  
Teacher Concerns ◽  
Full Time ◽  
Technology In Teaching ◽  
Older Teachers ◽  
Technology In Classroom ◽  
Teaching Learning

Technology has changed the conventional way of teaching and learning. Teaching with technology can deepen student learning by supporting instructional objectives. However, technology could be a distraction for students if they do not use it wisely. In addition, the emergence of new educational technologies has led to a need change teachers roles. This qualitative research study employed a phenomenological approach to focus on teachers’ views and perspectives on using technology in their teaching and learning. Eight full time elementary and secondary teachers in an international school attend in in-depth, semi-structural interviews. The data were analyzed using phenomenological analysis. Findings were coded into four categories: teacher concerns, teacher’s roles, teachers’ perspective, and implementation. Instructional maintenance, inequalities, filtration of information, teachers’ readiness and need for training have been identified as teacher concerns. Guider, facilitator, assessor and moderator were teachers’ roles in international school. Finally, the reason for implementing technology in schools was beneficial and effectiveness of integrating technology in classroom teaching. The research showed that teachers who are slightly younger often use the technology in teaching and learning more than the older teachers do.

scholarly journals Changing teachers’ practice in the Creative Arts classroom: The case for educational technologies

2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Alethea C. De Villiers ◽  
Maxwell M. Sauls
Keyword(s):  
Educational Technology ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Intermediate Phase ◽  
Phenomenological Approach ◽  
Creative Arts ◽  
Technology In The Classroom ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Conversational Interviews

The study described in this essay explores the use of educational technology as a resource in the Creative Arts classroom. Many teachers are not qualified to teach Creative Arts. They then tend to rely on curriculum documents and textbooks to help guide their planning, teaching and assessment. Most of the teachers who participated in this case study were not specialists in any of the arts, and in the education district where this study took place, there was a lack of ongoing professional development for the Creative Arts. To enable the teachers from Grades R to 7 to mediate more meaningful classroom teaching and learning in the Creative Arts, the researchers introduced the teachers to technology as a means to facilitate learning and teaching.This study follows a phenomenological approach to explore the use of educational technology in the teaching of dance, drama and music, which are three of the art forms in the Creative Arts. The researchers describe the teachers’ perceptions and attitudes towards using technology in the classroom. Eight teachers participated in the study (seven female and one male), ranging in age from 22 to 41 years. There were three teachers from the Foundation Phase, three teachers from the Intermediate Phase and two teachers from the Senior Phase. Data were collected from (1) unstructured open-ended conversational interviews, (2) observations of the participants during contact time with learners and (3) audio-visual recordings of the teachers in the classroom.Findings from the study showed that after the 10-month intervention of using educational technology in the classroom, there was divergence in the teachers’ use of technology. The findings also suggest that classroom practice in dance, drama and music improved.

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