South African Teachers Perspectives on Using the Computer as a Tool for Teaching and Learning

Abstract

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

ICT – a surviving tool for economy in the phase of social distancing: a systematic literature review

“…Talking about behavioural associations, the main focus of researchers is related to cognition, motivation and perception towards ICT tools in different sectors. The authors explored the motivation of users of ICT platforms in the education sector (Hakim, 2021; Chieng and Tan, 2021; Aktaş and Özmen, 2020; Sikhakhane et al. , 2021; Palacios-Hidalgo et al.…”

“…Talking about behavioural associations, the main focus of researchers is related to cognition, motivation and perception towards ICT tools in different sectors. The authors explored the motivation of users of ICT platforms in the education sector (Hakim, 2021;Chieng and Tan, 2021;Aktas ¸and € Ozmen, 2020;Sikhakhane et al, 2021;Palacios-Hidalgo et al, 2020;P erez-Jorge et al, 2020;Mohanraj et al, 2019), perception of students and teachers towards ICT integration in the educational sector (Sabiri, 2019;Palacios-Hidalgo et al, 2020;P erez-Jorge et al, 2020;Allayarova, 2019). On a similar note, the studies were conducted in the health sector, majorly based on the attitude and perception of users towards the ICT tools (Casilang et al, 2020;Mukhtar et al, 2020;Espino-D ıaz et al, 2020).…”

“…Moving from brick and mortal classrooms to online teaching platforms made it necessary to understand the behaviour that led to the adoption of ICT tools. An array of research has witnessed that there has been a wide influence on the motivational level of teachers and students with the integration of ICT in the teaching learning process (Hakim, 2021; Chieng and Tan, 2021; Aktaş and Özmen, 2020; Sikhakhane et al. , 2021; Palacios-Hidalgo et al.…”

“…(2020) observed the perceptions of pre-service and in-service teachers for the use of ICT in EFL teaching. Further, Sikhakhane et al. (2021) analysed the teacher perspective on the intervention of ICT tools specifically in senior school curriculum on the basis of computer literacy levels, availability of computer tools and multi stakeholder support.…”

“…;Chieng and Tan, 2021;Aktas ¸and € Ozmen, 2020;Sikhakhane et al, 2021;Palacios-Hidalgo et al, 2020;P erez-Jorge et al, 2020;Mohanraj et al, 2019). On similar lines, Hakim (2021) studied the attitude of EFL teachers for ICT integration in teachinglearning process and analyse the effect on teacher and learner motivation by integration of ICT.…”