Leadership in Pedagogical Integration of Emerging Technologies

Pedagogical integration of technologies is a fairly new concept in education. Educational institutions need to have prerequisite planning for leadership in pedagogical integration of emerging technologies. This chapter investigates institutional leadership that enables educators to build capacity to effectively integrate technology into pedagogy. Using a qualitative case study approach, leaders were interviewed and official documents analyzed. The data analyzed indicate that institutional leadership facilitates increased acquisition of and access to technology devices and facilities. It is found that institutional leadership is pivotal in supporting, training, and innovatively exploring various ways of integrating technologies into the curriculum. It is thus concluded that in this era institutions need leaders who proactively engage in planning for integration of technologies for transformed pedagogic practices.

Transforming Assessment in Response to COVID-19

Assessment plays a critical role in teaching and learning. Continuous assessment advocates for a sustainable learner engagement in a cyclical manner that provides information on performance, feedback, as well as critical support that serves to engender mastery of skills. Continuous assessment encapsulates the use of both formative and summative assessment. COVID-19 compelled teachers as agents of educational change to fundamentally rethink the enactment of assessment within the context of remote teaching and learning. This chapter reflects the transformation of assessment practices adopted by purposively selected teachers at South African schools in response to formidable instructional challenges induced by COVID-19. The empirical inquiry is underpinned by the technological pedagogical content knowledge (TPACK) framework. While teachers expressed fundamental appreciation of the key pedagogical affordances of technology integration in remote teaching and learning, they bemoaned the lack of professional capacity required for a meaningful enactment of technology-mediated assessment.

Alternation of Curriculum Delivery Mode in Primary Schools

This investigation aimed to explore the mode of curriculum delivery in Primary School in Tshwane South District during the Covid-19 pandemic because there is insufficient research on this subject. A case study of a Primary School was used to obtain in-depth information about the mode of curriculum delivery during the Covid-19 pandemic. Using a case study was also practical because the pandemic's restrictions posed a challenge to research many schools. Data was gathered through document analysis. A qualitative approach was employed to analyze and identify categories and emerging themes from the data. An interpretive paradigm was used while connectivism theory was employed as a lens. The findings revealed that schools used face-to-face mode of curriculum delivery during the lockdown and after schools re-opened during Covid-19, resulting in a challenge with content coverage that led to revising the annual teaching plans and trimming the curriculum.

Investigating School-Based Support Teams' Roles in Supporting Children With Cerebral Palsy During the National Lockdown

The demand for mainstream South African schools to adopt inclusive education research recommendations is rising exponentially. The COVID-19 pandemic effects compound curriculum access difficulties for children with cerebral palsy. In addition, the COVID-19 virus emergence exposed longstanding home-schooling endangerments. As part of a larger study, this chapter is a sequel to a qualitative, descriptive multiple case study interviewing 15 teachers from three schools, three coordinators of the school-based support teams, and the district-based support team coordinators in Limpopo Province. The study drew from Bronfenbrenner's ecological systems, Piaget's cognitive development, and Vygotsky's sociocultural theories to investigate stakeholders' understanding of inclusive education. During the lockdown period, follow-up online interviews with the school-based support team (SBST) identified a continuous fragmentation of IE stakeholders' responsibilities. They recommended a community of practice (CoP) approach that advocated expediting the implementation of recommendations.

Investigating the Roles of School Management Teams in Curriculum Delivery Through ICTs in Education

The purpose of this chapter is to investigate the roles of school management teams in curriculum delivery through information and communication technologies (ICTs) in education concerning e-schools' community engagement. In terms of summarizing the content, the background is provided regarding the context of this problem and a review of the literature as per the outlined objectives of the chapter and including applicable theoretical and conceptual frameworks. The methodology, research method, paradigm, and sampling techniques used are indicated, as are data collection instruments, data analysis and interpretation, and research ethics. Finally, in dealing with the issues, controversies, problems, and challenges presented in the research questions and objectives, the findings as per the empirical study conducted are outlined with the discussions of solutions and recommendations. Future research directions are also discussed before the conclusion provides a discussion of the overall coverage of the chapter.

Roles of School Management Teams in Curriculum Delivery and Assessment in Primary Schools

This chapter investigates the school management teams' views on managing curriculum delivery and assessment in primary schools at Germiston, Ekurhuleni South District in Gauteng Province, South Africa. The following research questions premise the study: What are SMTs' views on managing curriculum delivery and assessment strategies at primary schools? The study applies a qualitative research methodology, which is explorative and descriptive. Five primary school SMTs based on their managing teaching experiences in the Germiston area, at Ekurhuleni District are purposefully selected for interviews. The study's findings summarized as strategies that contribute to the effective management of curriculum assessment, the role of the school assessment teams in managing curriculum assessment, and teacher competencies and attitudes to the effective managing of curriculum assessment in classrooms.

Developing Inclusive, Collaborative Initiatives in Curriculum Delivery

While teaching and learning are underway, the world is still grappling with the COVID-19 pandemic and its impact on educational systems, particularly curriculum delivery across the globe, on both developing and developed countries. As a result, collaboration and partnerships with primary, secondary schools, and higher education institutions are more vital than ever. Unfortunately, many schools have yet to show real leadership when it comes to this. This chapter foregrounds the school management team voices to depict collaborative initiatives and ways to improve curriculum delivery in a rural context of two secondary schools in Free State, South Africa during the crisis. In so doing, the chapter considers collaborative initiatives that are inclusive and provide much-needed practical information for curriculum delivery and sustainable leadership.

Reimagining the Role of School Management Teams in Curriculum Delivery in the COVID-19 Pandemic

This chapter explored the role of SMT in curriculum delivery in the midst of the pandemic, the impact of the pandemic on curriculum delivery, and support systems most useful during the coronavirus outbreak. The objectives were examined under the lens of the transformational leadership theory. The study was positioned in the interpretivist paradigm and informed by an exploratory case study design. Fifteen SMT members from six schools were conveniently sampled and interviewed to understand their experiences, perceptions, and expectations of curriculum delivery during the pandemic. The findings largely showed good practices in curriculum management during the pandemic, knowledge of curriculum delivery roles, and expanded support structures. On the other hand, challenges, such as increased absenteeism and weak student accountability resulting from recurring community transmissions, were noted. This chapter, therefore, calls for enhancing the role of SMTs in schools to make them better prepared for and responsive to interconnected global challenges such as this pandemic.

The Role of Departmental Heads in the Procurement of Teaching and Learning Resources to Enhance Learner Performance

This chapter introduces transformative learning as a helpful theory to consider the role of departmental heads in the procurement of teaching and learning resources in selected secondary schools in Alexandra Township, South Africa. South Africa felt the effects of the pandemic as the country was ill-prepared for the devastation the pandemic brought to its learning systems. The Department of Basic Education tried to implement various strategies to ensure that teaching and learning continue to save the academic year. In this qualitative study, the interpretive paradigm and a purposive convenient sampling technique were employed to sample five mathematics DH from five secondary schools. The thematic data analysis was used to interpret and discuss data obtained from the document and semi-structured interviews. It was found that the schools did not have teaching and learning resources that could allow remote learning. Moreover, there is a need to improve retrieval practices as resources loaned to learners remain unaccounted for.

Exploring Heads of Departments' Management of the Mathematics Curriculum During COVID-19

Heads of departments (HoDs) play a central role in managing teaching and learning in the schools. Moreover, good leadership contributes to school improvement and to learner achievement, especially in mathematics. South African mathematics achievement levels are still regarded as the lowest. The purpose of the chapter is to explore HoDs' management of the mathematics curriculum and challenges encountered during COVID-19. This investigation was situated within the qualitative research paradigm. A comprehensive literature review method was incorporated as an approach to collect, analyse, and interpret data. Themes of focus included managing the mathematics curriculum, resources availability, intervention strategies for teaching and learning during COVID-19, curriculum completion management, record keeping, teacher development, and learner support, among others. The present study seeks to problematise the notion that HoDs do not seem to have a good understanding of curriculum management with particular focus on mathematics in the schools during the COVID-19 pandemic.