Teacher Usage of ICT in a South African Multigrade Context

Plessis, André du; Subramanien, Brenda

doi:10.1007/978-3-030-84803-3_11

Cited by 2 publications

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“…Recent studies highlight insufficient knowledge about ICT's actual usage in remotelocated rural schools (du Plessis & Subramanien, 2021;Msimanga, 2019). More research Fig.…”

Section: Literature Reviewmentioning

confidence: 99%

Meaningful ICT integration into deprived rural communities’ multigrade classrooms

Ávila-Meléndez

2023

RPTEL

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An innovation project’s key features for meaningful information and communication technologies (ICT) integration into multigrade classrooms of non-internet access and deprived rural communities are explored. Although the project implementation achievement differed in each school, the article focuses on the concurrent conditions that enabled ICT integration in some cases. The research evidence stems from open structured interviews in six multigrade primary schools and two regional workshops, and one selected lesson’s focused ethnography. Considering a wide-ranging ICT integration impediment review, it stands out the value of the Project’s lesson planning model that, in turn, has features suited to traditional student autonomy rooted in Mexican rural schools. The conclusion is that the synergy occurred amongst a minimum of equipment and digital resources, a planning model highlighting academic subject links, learning activities based on multi-modal resources, and the tradition of student autonomy. Even though the Project’s digital technologies are not cutting-edge, their innovative adaptation to multigrade schools in deprived communities is a pressing necessity in many countries.

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“…Recent studies highlight insufficient knowledge about ICT's actual usage in remotelocated rural schools (du Plessis & Subramanien, 2021;Msimanga, 2019). More research Fig.…”

Section: Literature Reviewmentioning

confidence: 99%

Meaningful ICT integration into deprived rural communities’ multigrade classrooms

Ávila-Meléndez

2023

RPTEL

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“…Similar disparities between multigrade schools in Australia and South Africa are noted in respect of access to information and communications technology (ICT) as well as internet connectivity (Department of Basic Education, 2013;du Plessis & Subramanien, 2021) which is problematic in the latter. Whilst it may be conceded that exposure to and availing ICT tools may not necessarily lead to increased uptake, strides at making teaching in multigrade South African classrooms is reportedly, made bearable by the South African teacher laptop initiative (Mahlong, 2009).…”

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confidence: 93%

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Hlalele

2024

AIJRE

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Teacher Usage of ICT in a South African Multigrade Context

Cited by 2 publications

References 25 publications

Meaningful ICT integration into deprived rural communities’ multigrade classrooms

Meaningful ICT integration into deprived rural communities’ multigrade classrooms

Book Review

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