Can a Solution Be Found Using Information and Communication Technology Gadgets in Higher Education? A Case of a Rural University

Marongwe, Newlin; Mbodila, Munienge; Chisango, Grasia

doi:10.21125/edulearn.2019.0344

Cited by 4 publications

(5 citation statements)

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“…It also shows that their lecturers lack or have limited skills to use ICTs. This finding is in line with the finding that was established by Marongwe, Munienge and Chisango (2019) that some university lecturers were not infusing technologies in their teaching and learning. It also emerged from the study that some universities that participated in the study had no adequate ICT infrastructure, hence, lack of enthusiasm to use ICTs.…”

Section: B) Actual Experiencessupporting

confidence: 91%

Reconfiguring Teacher Education in South African Universities to Address Learner Behavioural Conducts in Schools: Changed Reality

Marongwe¹,

Chisango²

2022

Education and New Developments 2022 – Volume I

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"The purpose of the paper is to argue for the need to reconfigure the training of Bachelor of Education Degree student teachers as a strategy to empower them in dealing with the changed reality in secondary schools. The purpose is achieved by looking at the relevancy of the education or training offered to undergraduate teacher trainee students at universities in Eastern Cape Province of South Africa regarding learner behavioural problems being experienced in secondary schools. The paper was guided by a situated learning theory. The paper adopted a qualitative approach and a case study design. The study purposively selected 3 universities, 9 lecturers and 15 teacher trainees as participants. Data were collected through use of interviews and focus group discussions. Thematic frames were used to analyse data that were discussed concurrently with the findings. The study established a mismatch between how the teachers’ training and actual reality in schools as a challenge that needs to be addressed. The implication drawn is that failure to move with speed to reconfigure the training of initial teacher education increases frustration and tension between teachers and learners. The paper concludes that the current way of training of teachers lacks reality of how teacher trainees should deal with learner behavioural problems in schools. Universities should redesign an initial teacher education programme that capacitates teacher trainees to handle and speak to the current generation of secondary school learners."

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Section: B) Actual Experiencessupporting

confidence: 91%

Reconfiguring Teacher Education in South African Universities to Address Learner Behavioural Conducts in Schools: Changed Reality

Marongwe¹,

Chisango²

2022

Education and New Developments 2022 – Volume I

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“…For example, some supposedly trained teachers lacked the confidence to use ICT in the classroom or remotely. This is in line with findings by Marongwe et al (2019) that teachers need more training, and that one-size-fits-all training should be avoided. Limited digital skills, which, at best, were what some teachers had, are a limiting factor to the fruitful undertaking of certain online tasks and this further increases the digital divide among the schools that have and those that do not have the infrastructure and the skills.…”

Section: Discussionsupporting

confidence: 91%

“…Some seasoned teachers felt that they were too old to be taught how to use ICT in the classroom or for remote teaching. This finding concurred with those of Spelman and Marongwe (2018) Marongwe et al (2019) established, teachers' attitudes towards ICT predicted their use of the technology, or lack of it, in the classroom. Some seasoned teachers preferred using the chalkboard and the textbook (which was impossible during the Covid-19 pandemic because of the lockdown restrictions pertaining to physical distancing) to using ICT.…”

Section: Discussionsupporting

confidence: 89%

The digital divide at three disadvantaged secondary schools in Gauteng, South Africa

Chisango

Marongwe

2021

Journal of Education

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In this study, we aimed to explore the extent of the digital divide at three quintile 1 secondary schools in Sedibeng West, Gauteng, South Africa. The rapid diffusion of information and communication technology (ICT) has changed the education sector along with others in societies around the globe. Technology, and, in particular, the internet, has affected, for instance, the ways in which learners communicate with teachers, learn, and work. With the advent of the internet, teaching and learning is no longer confined to classrooms. However, the digital divide, exposed by the closing of schools because of Covid-19 has now become more apparent. We collected data from 48 teachers and 3 school principals through focus group discussions and in-depth face-to-face interviews, respectively. We conclude that the three schools whose principals we interviewed, suffer from the inadequacy of ICT that creates digital, information, and knowledge divides between schools of different quintiles. Furthermore, these schools cannot run online classes during school closures related to Covid-19. We recommend training teachers and learners on how to use technology in teaching and learning since this would help to overcome difficulties during the Covid-19 pandemic.

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“…Meanwhile, owing to factors, such as the cost of technological gadgets, access to internet infrastructure and poor funding, many students and institutions of learning are disadvantaged [5][6][7]. This is more common and profound in institutions of learning, situated in rural areas, which are commonly described as low income environments [5,8]. Nevertheless, the roles, played by technology in the teaching and learning environment, are pivotal and cannot be overemphasised.…”

Section: Introductionmentioning

confidence: 99%

Investigation of the awareness of rural students on M-learning using smartphones

Taiwo

Uleanya

Ayandibu

2022

SR:PE

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The outbreak of the COVID-19 pandemic has led to a sudden transition from face to face to online teaching and learning practices in various parts of the world. Meanwhile, the level of awareness and adoption of mobile learning (M-learning) by means of smartphones in many rural parts of Africa tends to be considered low. The reasons for this include various factors, such as poor access to internet facilities, a lack of funds, the cost of smartphones, amongst others. This study investigates the level of awareness of South African rural higher institution students (SARHISs) on M-learning using smartphones. A quantitative method was adopted for the study. Convenience sampling was used to select the institution and the 75 respondents who took part in the study. Data were collected by means of a questionnaire, entitled “Smartphone questionnaire (SQ)”. The collected data were analysed using the Statistical Package for the Social Sciences (SPSS), Version 25. The findings of the study show that the adoption of M-learning using smartphones by the respondents who are students from the South African Rural Higher Institution (SARHIS) is moderate – a little above the average. Based on the study, it is recommended, that students’ awareness should be raised and that M-learning should be supported given the recent transition from onsite to online teaching and learning practices

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Can a Solution Be Found Using Information and Communication Technology Gadgets in Higher Education? A Case of a Rural University

Cited by 4 publications

References 0 publications

Reconfiguring Teacher Education in South African Universities to Address Learner Behavioural Conducts in Schools: Changed Reality

Reconfiguring Teacher Education in South African Universities to Address Learner Behavioural Conducts in Schools: Changed Reality

The digital divide at three disadvantaged secondary schools in Gauteng, South Africa

Investigation of the awareness of rural students on M-learning using smartphones

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