The Challenges Facing the Integration of ICT in Teaching and Learning Activities in South African Rural Secondary Schools

This study adopted a discursive approach to review the use of the Learning Management System (LMS) popularly known as 'Moodle’ in most South African universities. Moodle as fondly called is one of the online tools that can be effectively used to deliver learning activities as well as online learning assessments to implement curriculum delivery without borders or disruptions during the COVID-19 lockdown across the globe. The author highlights various extant studies on the usage and adoption of LMS into teaching and learning for effective implementation in higher institutions of learning. LMS is a global online tool that has been in use for decades in various higher institutions of learning across the developed countries. It has proved to be an efficient learning platform that has impacted significantly the education sector in these developed countries, as learning experiences are provided to diverse students at their comfort zones. With the break of the COVID-19 pandemic that affects the global world, teaching and learning in most parts of the developed countries continue to be facilitated through various online approaches that include LMS in the developed countries. Unfortunately, the pandemic lockdown in many developing countries like South Africa grossly impacted the delivery of curriculum and educational activities in various learning institutions for several months. The continuous presence of COVID-19 led the South African Department of Higher Education and Training to review approaches to curriculum delivery to salvage academic activities. Thus, declared online learning as an alternative to face-to-face curriculum delivery in higher institutions. The adoption of LMS results as the best approach to engage students in full teaching and learning activities.

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

International Journal of Education and Practice ◽

10.18488/journal.61.2020.84.705.719 ◽

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

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

Advances in Educational Marketing, Administration, and Leadership - Predictive Models for School Leadership and Practices ◽

10.4018/978-1-5225-5858-3.ch013 ◽

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.

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Influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools in Machakos County, Kenya

European Scientific Journal ESJ ◽

10.19044/esj.2020.v16n31p187 ◽

2020 ◽

Vol 16 (31) ◽

Author(s):

Rose Mwikali Kithungu ◽

Daniel Komo Gakunga ◽

Musembi Nungu

Keyword(s):

Secondary Schools ◽

Comparative Education ◽

Teaching And Learning ◽

Document Analysis ◽

Ict Integration ◽

Ict Skills ◽

Content Preparation ◽

Integration Of Ict ◽

Trained Teachers ◽

Ict Training

The use of Information Communication Technology (ICT) in teaching and learning has become a necessity and an opportunity for improving and enhancing acquisition of knowledge by learners. The integration of ICT in teachers’ pedagogical practices has the potential to transform the teaching and learning process. ICTs have become vital tools for teachers to enhance learning through the teachers’ pedagogical aspect of content preparation in classroom. The purpose of this study was to investigate the influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools. The study’s specific objectives were to assess the status of teachers’ integration of ICT in content preparation and to establish the influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools. The hypothesis of the study was; ICT integration does not significantly influence content preparation by ICT and Non-ICT trained teachers in secondary schools in Machakos County, Kenya. The study employed descriptive survey research design. The sample size comprised of 180 principals, 360 teachers and 398 students. Data was collected using questionnaires, observation schedule, and document analysis. Content validity of the research instruments was ascertained through analysis by experts in comparative education and piloting of the research instruments. Reliability was ascertained by testing and re-testing the instruments. Data analysis was done by use of the Statistical Package for Social Sciences (SPSS). Responses from the observation schedule and document analysis guide were organized into themes and integrated with rest of the data for purposes of triangulation. Pearson’s Product Moment correlation coefficient was used to determine the level and strength of the relationship between ICT integration and teachers’ content preparation. Pearson chi test was employed to determine the levels of significance between the variables. The study established that ICT trained teachers profoundly embraced the use of ICT skills to prepare e-based learning activities which enhanced their content preparation leading to more innovative lessons due to the acquisition of pedagogical ICT training. The study concluded that ICT integration significantly influenced teachers’ content preparation by ICT and Non-ICT trained teachers. ICT trained teachers’ integration of ICT in their content preparation was significantly higher at (p) 0.002 than their Non-ICT trained counterparts at (p) 0.045. It was concluded that ICT trained teachers integrated ICT in their content preparation more than Non-ICT trained teachers in secondary schools. Hence the null hypothesis was rejected. Based on the findings and conclusions the study recommended that, The Ministry of Education (MOE) and other ICT training agencies should provide ICT in-service training programs to ensure that all teachers acquire ICT skills to utilize ICT in content preparation for quality education.

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The potential use of Tablet Computers to support Teaching and Learning activities in South African Schools

2019 Conference on Information Communications Technology and Society (ICTAS) ◽

10.1109/ictas.2019.8703614 ◽

2019 ◽

Author(s):

Kristen Theunissen ◽

Ingrid Sieborger

Keyword(s):

South African ◽

Teaching And Learning ◽

Learning Activities ◽

Tablet Computers ◽

Potential Use

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PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽

10.33050/ccit.v7i3.258 ◽

2014 ◽

Vol 7 (3) ◽

pp. 335-354

Author(s):

Untung Rahardja ◽

Muhamad Yusup ◽

Ana Nurmaliana

Keyword(s):

Higher Education ◽

Student Satisfaction ◽

Teaching And Learning ◽

Online Survey ◽

The Other ◽

Learning Activities ◽

Faculty Performance ◽

Satisfaction Measurement ◽

Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

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