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Computer tools Fourth industrial revolution (4IR) Information and communication technology (ICT)Technological pedagogical educational psychology content domain (TPEPCD) Technology integration models. Contribution/Originality:The primary contribution of this study is to encourage policy makers, educational planners and the South African Department of Basic Education, in particular to adopt proactive and practical measures to enhance teachers' professional repertoire in the wake of digital technologies and trends of the 4IR.Furthermore, these findings hint at the contingent global educational trends and suggest Education and e-Learning policymakers how to make decisions from an informed perspective. INTRODUCTIONUse of computer tools has made the world 'smaller' as teachers can reach out to several learners all over the world through virtual classrooms by a mere click of the computer button. Jantjies and Joy (2016) stated that the use of computer technology has become an important aspect of the teaching and learning process across the world.Effective computer usage allows learners to stay focused on given tasks as it promotes learning through multiple ways (Edutopia, 2014). Similarly, Eristi, Kurt, and Dindar (2012) emphasize that "learning, supported with activities which address more than one sensory organ" enhances learner-motivation and engagement thus leading to

Despite the challenges associated with the teaching of writing reported by the studies discussed above, and the fact that these teaching challenges have far-reaching implications on the development of writing among learners, very little research in South Africa has paid attention to the writing approaches and strategies used by EFAL teachers, especially at the Further Education and Training Phase (FET) to enhance learners' writing practices. Most studies (Akinyenye 2012; Julius 2013) focus Background: The teaching of writing in English First Additional Language (EFAL) classrooms remains less explored in the Further Education and Training Phase (FET) in South Africa. This is so despite research showing a decline in the writing skills of second language learners, especially at the FET phase, calling attention to how writing is taught. Objectives:The purpose of this study was to investigate writing approaches and teaching strategies used by teachers in teaching writing in selected EFAL FET classrooms in the Pinetown district.Method: A qualitative approach was adopted to observe five writing lessons across five schools using a video camera. Discourse analysis was used to analyse data. Results:The findings indicate that teachers mostly used a process approach to writing, which is in line with their curriculum. The study also found that teachers generally used a question and answer method to teach writing, which entails teachers controlling the interactions in the classrooms through a nomination-response cycle. Analyses of lessons also suggest that teachers creatively employed code-switching to explain writing concepts better. Conclusion:The study concludes that the effectiveness of any pedagogy depends on the teachers' knowledge and understanding of writing and approaches to writing. For effective development of learners' writing, the study recommends instruction methods that embrace collaborative writing activities in the learners' Zone of Proximal Development (ZPD) and the recognition of learners' home languages.

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Values education has become a necessary tool in response to the rise in moral deterioration in an average South African society today. The school is viewed as one of the key players in nurturing children into adulthood. The teaching of values that can give the growing generation, necessary moral development is one of the responsibilities of the schools. Hence, this study aims at exploring teachers’ experiences on how they integrate values education into South African learners in various high schools. This qualitative study engaged five schools in its case study, where five teachers from each of the schools were purposively selected for semi-structured focus group interviews, to share their experiences on the integration of moral values in schools. Moral development theory was used to underpin the study. Findings from the inductive thematic analysis from the participants from both rural and urban schools indicated a misunderstanding of the concept of values education by some teachers, which affects its effective integration. The study established that role modelling of learners by teachers and parents are inevitable to save the society from moral decadence, while some participants indicted overpopulation, single parenthood, social media as some of the challenges to the integration of value education in schools. The study, therefore, recommends capacitation of teachers through various professional development programmes, to integrate values education and adequate parental support as some of the strategies to promote effective integration of values education in schools.

Contribution/Originality: This study helps to unveil the current pedagogical practices in enabling, and/or constraining, authentic instruction and learner-academic achievements in the wake of the 4IR world of work requirements. It further proposes the new pedagogical framework towards enhancing judicious and contingent guidance on educational practices during the 21st century era's unforeseen challenges surfacing due to the everchanging ubiquitous digital technologies pervading socioeconomic and educational platforms the world over. 1. INTRODUCTION Current socioeconomic demands and challenges posed by the fourth industrial revolution (Lesufi, 2017) requires an altogether new paradigm shift in our education systems. In corroboration, Goodwin (2019) propounded that shifts in pedagogical practices are necessary in alignment with pervasive digital technology in the interest of the changing times. With regard to these enlightenments, pedagogical strategies for teaching and learning have to transform alongside digitization as technology proved to be equally influential and pervading all spheres of our

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