Electronic Textbooks in Gauteng Public Schools

Masango, Michack Mandla; Graham, Marien Alet

doi:10.4018/ijicte.2019100104

Cited by 3 publications

(2 citation statements)

References 26 publications

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“…The findings and results mentioned above show that several barriers hamper the successful implementation of ebooks in mainly rural and township Gauteng schools. In terms of teachers' perceptions about the usefulness of ebooks, it became clear in the study on the advantages and disadvantages of ebooks that they are valuable for use in teaching and learning (see Masango, Van Ryneveld, and Graham 2019).…”

Section: Discussionmentioning

confidence: 99%

Barriers to the Implementation of Electronic Textbooks in Rural and Township Schools in South Africa

Masango

Graham

2020

Africa Education Review

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The use of information and communications technology (ICT) is gradually increasing in South African schools. In the Gauteng province, the Department of Education has prioritised the provisioning of electronic textbooks (ebooks) to public schools since 2014. However, to this day, there seem to be multiple barriers that hamper the adoption and use of digital technologies, and specifically ebooks. This study was premised on the technology acceptance model, and a mixed-method approach was used with an online questionnaire and a semi-structured interview protocol as the data collection instruments. For the qualitative data, thematic analysis was used to identify themes and patterns. For the quantitative data, descriptive statistics, such as frequencies and percentages, and inferential statistics, such as the two-proportions z-test and the chi-square test of independence, were utilised. Results indicated that although portable electronic devices that facilitate the reading of ebooks are readily available at public schools in Gauteng, the availability and use of ebooks are still very limited. The results also show that the participants found digital resources easy to use and easy to navigate and indicated that teachers would like to have more training to fully develop the necessary skills required to implement the ebooks effectively. Teachers do not seem to have adequate time to prepare teaching materials and learning activities using these ebooks. In this article, the barriers to the successful implementation of ebooks are explored, and the article culminates in putting forward some guidelines to create an enabling environment to support the successful adoption of ebooks in schools.

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Section: Discussionmentioning

confidence: 99%

Barriers to the Implementation of Electronic Textbooks in Rural and Township Schools in South Africa

Masango

Graham

2020

Africa Education Review

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“…Textbooks bridge educational planning and classroom activities, with a potential significant influence on students' learning outcomes [4]. Masango, Van Ryneveld, and Graham [5] looked into the advantages and disadvantages of electronic textbooks in public schools of South Africa and revealed that most of them consider such textbooks useful. Open textbooks available as open educational resources have been revealed to have a positive influence on the perception of teacher educators [6].…”

Section: Introductionmentioning

confidence: 99%

A Comprehensive Framework for Comparing Textbooks: Insights from the Literature and Experts

et al. 2022

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Textbooks are essential components in the learning process. They assist in achieving educational learning outcomes and developing social and cultural values. However, limited studies provide comprehensive frameworks for comparing textbooks. Most have focused on a specific textbook perspective within a particular discipline. Therefore, this study used a triangulation method to develop a comprehensive framework for textbook comparison. Through a systematic literature review and a two-round Fuzzy Delphi method with 155 textbook experts, a textbook comparison framework with four indicators (structure, content, expectations, and language) was developed. Additionally, some of the developed framework indicators and sub-indicators could be relevant for comparing textbooks in a particular discipline. For example, the page count sub-indicator was proven to be useful for comparing humanities and social science textbooks but not natural science textbooks. The findings of this study could facilitate the process of comparing textbooks, hence promoting the understanding of knowledge design and acquisition in different contexts, such as when comparing textbooks from different countries.

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Exploring rural South African science teachers’ self-efficacy in integrating computer simulations in instruction

Jere,

Tsoka

2024

EURASIA J Math Sci Tech Ed

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Using computer simulations in science education can facilitate the achievement of several educational objectives, including a thorough grasp of scientific concepts and an understanding of the scientific method. This research aimed to evaluate the extent of rural science educators’ technology integration self-efficacy when using simulations in teaching. The research was guided by Bandura’s (1986) social cognitive theory and focused on four key influencers of self-efficacy in educators: enactive mastery experience, vicarious experience, verbal persuasion, and affective state. The study’s demographic was all science educators in a rural district, with participants selected through convenience sampling. The survey instrument’s reliability and validity were established through exploratory and confirmatory factor analyses. The outcomes indicated that the science educators possessed a high level of self-efficacy in integrating technology through simulations, with no notable differences based on gender or education level. There was a statistically significant effect of teaching experience and school socioeconomic factors on the educators’ technology integration self-efficacy.

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Electronic Textbooks in Gauteng Public Schools

Cited by 3 publications

References 26 publications

Barriers to the Implementation of Electronic Textbooks in Rural and Township Schools in South Africa

Barriers to the Implementation of Electronic Textbooks in Rural and Township Schools in South Africa

A Comprehensive Framework for Comparing Textbooks: Insights from the Literature and Experts

Exploring rural South African science teachers’ self-efficacy in integrating computer simulations in instruction

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