The Impact of Contextual Factors on the Implementation of Government E‐Strategy in Previously Disadvantaged Areas in Cape Town

Mooketsi, Bojelo Esther; Chigona, Wallace

doi:10.1002/j.1681-4835.2016.tb00529.x

Cited by 7 publications

(5 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Digital competence in the classroom is dependent on the training received by teachers (Gómez, 2015 ). Consequently, educators must take into account not only the context (Mooketsi & Chigona, 2016 ), but also the technological, pedagogical and content knowledge they need to teach (Koehler et al, 2014 ; Mishra & Koehler, 2006 ). They must also encourage teachers to acquire the necessary knowledge, skills and attitudes they must have in order to fulfil their role (Agyei & Voogt, 2011 ; Knezek et al, 2000 ; Korthagen, 2017 ; Mishra & Warr, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

“…This study seeks to identify the digital competence needs of Melilla’s teacher trainees in order to improve the city’s educational situation. The city of Melilla has one of the most complex educational contexts in Europe (PISA, 2015), which is a determining factor in the implementation of ICT projects (Mooketsi & Chigona, 2016 ). Despite the benefits that ICTs bring to society (Fang et al, 2019 ), people from disadvantaged contexts are excluded from accessing or using them (Tamatea & Pramitasari, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Analysis of digital competence of educators (DigCompEdu) in teacher trainees: the context of Melilla, Spain

et al. 2021

View full text Add to dashboard Cite

The Spanish autonomous city of Melilla, located in northwest Africa, has one of the highest academic failure and abandonment rates in Europe. An effective way to improve this situation would be to improve students’ digital competence. In order to do so, teachers must have competent digital skills themselves and also be able to teach them. To determine teachers’ level of digital competence, the Spanish adaptation of the European Framework for Digital Competence of Educators was used to analyse the self-assessment responses of teachers in training at the Faculty of Education and Sport Sciences in Melilla, Spain. Several quantitative techniques were used to analyse data collected from a questionnaire based on the items in the framework. Indicators were given to each competence using a factor analysis to contrast differences between undergraduate and postgraduate students. Correlations between some of the students’ characteristics and the competences were estimated using OLS. The results show students’ self-assessment level of digital competence in different areas and differences between the bachelor’s and master’s programmes. Digital competence gaps were also detected in teacher training, especially in security. The conclusions highlight the need to improve digital security and facilitate a higher level of digital skills in line with the framework. Indeed, more hours of training in digital competence are required while taking into account the educational context and the technological, pedagogical and content knowledge needed to teach. Equally, the same skills must be developed by educators in order for them to transmit digital competence to their students and support them in educational centres.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Analysis of digital competence of educators (DigCompEdu) in teacher trainees: the context of Melilla, Spain

et al. 2021

View full text Add to dashboard Cite

show abstract

“…As noted for South Africa by Ford & Botha (2010) "despite the noble intentions and efforts driving implementation of information communication technologies in education, the integration of ICTs into teaching and learning has been wrought with challenges Some of the challenges relate to the digital divide, adoption barriers and self-efficacy, inadequate ICT resources, limited access to the internet, social status of potential users of ICT, technophobia and fear of ICT adoption as a result of advanced age (Mooketsi & Chigona, 2016). These problems are varied across differing contexts in which ICT is required thus leading to an implementation process "besieged with dispersed and uncoordinated implementation programs and projects' (Botha & Ford, 2010, p. 1).…”

Section: Discussionmentioning

confidence: 99%

Towards a context-relevant, institution-based ICT integration model of teacher education curriculum at diploma level in Zimbabwe

Dzinoreva,

Mavunga,

Govender

2023

AJOTE

View full text Add to dashboard Cite

21st Century requirements for teaching and learning, driven by ICT advancements have opened doors for the development of models to guide and enhance ICT integration. Some countries have adopted international models and others have adapted them to suit their own environments. Zimbabwe still remains silent on what model it is using as there is no clear framework (policy related to ICT in education). In this paper, the authors focus on the Zimbabwean teacher education landscape in the absence of neither a distinct localised model nor an international one. Using literature review, document analysis and reviews of a proposed model, by six teacher educators from three secondary school teacher education colleges in Zimbabwe (carried out through semi structured interviews) this paper seeks to propose a framework for the integration of ICTs in teacher education curriculum. Drawing from literature around the Zimbabwean ICT landscape and its ICT policy framework, models proposed in the broader African and global contexts, we argue for a context-relevant and institution-based model of ICT integration for the teacher education curriculum in Zimbabwe. This proposed model privileges the localised contextual issues and takes a critical view of models which assume similarity of conditions across countries and institutions. Moreover, the model has relevance for ICT integration in the teacher education programmes of countries facing political and socio-economic challenges similar to those which Zimbabwe is facing.

show abstract

“…To do so, this study we used Bressers’s (2007, 2009) CIT as a theoretical framework. As CIT was developed and used extensively by environmental policy scholars, its application across K–12 education policy implementation is sparse (e.g., Lybarger, 2017; Mooketsi & Chigona, 2016; Salaj, 2017), and it is even more limited in higher education (e.g., Alkanat, 2011).…”

Section: Discussionmentioning

confidence: 99%

Examining the Undocumented College Student Policy Implementation Environment Through a Contextual Interaction Theory Lens

Nienhusser¹,

Connery²

2021

Educational Evaluation and Policy Analysis

View full text Add to dashboard Cite

The higher education policy implementation landscape has substantially shaped postsecondary education opportunities for undocumented youth, who are already negatively affected by discriminatory public policies, and institutional agents, who are often unprepared to address their needs. Guided by Bressers’s contextual interaction theory that identifies the role of contexts, actor characteristics, and social interactions among implementers in the policy implementation process, the researchers examined the experiences of 45 community college administrators in four states to understand how these elements shaped the participants’ role as implementers of policies for undocumented students. Implications are significant given current social and political landscapes and challenges higher education institutional agents encounter in implementing policies that affect undocumented students’ educational opportunities.

show abstract

The Impact of Contextual Factors on the Implementation of Government E‐Strategy in Previously Disadvantaged Areas in Cape Town

Cited by 7 publications

References 43 publications

Analysis of digital competence of educators (DigCompEdu) in teacher trainees: the context of Melilla, Spain

Analysis of digital competence of educators (DigCompEdu) in teacher trainees: the context of Melilla, Spain

Towards a context-relevant, institution-based ICT integration model of teacher education curriculum at diploma level in Zimbabwe

Examining the Undocumented College Student Policy Implementation Environment Through a Contextual Interaction Theory Lens

Contact Info

Product

Resources

About