Distributive justice and information communication technologies in higher education in South Africa

Broekman, I; Enslin, Penny; Pendlebury, Shirley

doi:10.4314/sajhe.v16i1.25269

Cited by 14 publications

(17 citation statements)

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“…This pattern still impacted on students who were less confident in terms of their computer ability and had access to fewer supportive social structures when using ICTs at university ). Broekman et al (2002) raised the dilemma that universities faced about whether to deliver online learning when many students lacked either epistemological access to working online or physical access to ICTs. This was not unique to South Africa as findings from elsewhere showed that amongst youth globally, access was concentrated in the middle/high socio-economic groups (World Bank, 2007) and that people who suffered social disadvantage were much more likely to be disengaged from ICTs than the socially advantaged (Helsper, 2008).…”

Section: Chronological Analysis Of Selected Literaturementioning

confidence: 99%

“…One of the challenges facing Higher Education Institutions (HEIs) in South Africa is the contradiction in acknowledging and progressing beyond systemic contextual problems inherited from past educational policies (Bozalek & Boughey, 2012;Leibowitz, 2012;Soudien, 2012) to attain participatory parity (Fraser, 2008(Fraser, , 2009 and preparing future generations of students for "emerging technologies" 1 (Broekman, Enslin, & Pendlebury, 2002;Veletsianos, 2010). Although these challenges are contextual, they are not unique to South Africa.…”

Section: Introductionmentioning

confidence: 99%

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Technology enhanced teaching and learning in South African higher education – A rearview of a 20 year journey

Ng’ambi¹,

Brown²,

Bozalek³

et al. 2016

Brit J Educational Tech

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In the last 20 years, the South African higher education has changed significantly, influenced by global trends national development goals and pressure from local educational imperatives, in the context of a digitally networked world. Shifts in technology enhanced pedagogical practices and in discourses around information and communication technologies (ICTs) have had varying degrees of influence in higher education. This paper takes a rearview of a 20‐year journey of technology enhanced learning in South African higher education. An analysis of literature view is presented chronologically in four phases: phase 1 (1996–2000), phase 2 (2001–05), phase 3 (2006–10) and phase 4 (2011–16). In phase 1 technology was used predominantly for drill and practice, computer‐aided instruction, with growing consciousness of the digital divide. In phase 2 institutions primarily focused on building ICT infrastructure, democratizing information, policy development and research; they sought to compare the effectiveness of teaching with or without technology. During phase 3 institutions began to include ICTs in their strategic directions, digital divide debates focused on epistemological access, and they also began to conduct research with a pedagogical agenda. In phase 4 mobile learning and social media came to the fore. The research agenda shifted from whether students would use technology to how to exploit what students already use to transform teaching and learning practices. The paper concludes that South Africa's higher education institutions have moved from being solely responsible for both their own relatively poor ICT infrastructure and education provision to cloud‐based ICT infrastructure with “unlimited” educational resources that are freely, openly and easily available within and beyond the institution. Although mobile and social media are more evident now than ever before, teaching and learning practice in South African higher education remains largely unchanged.

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Section: Chronological Analysis Of Selected Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Technology enhanced teaching and learning in South African higher education – A rearview of a 20 year journey

Ng’ambi¹,

Brown²,

Bozalek³

et al. 2016

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Surely, working with the small group of ‘digital natives’ in our context would constitute a wrongdoing in the face of the serious absences experienced by the ‘digital stranger’ group? This constitutes what fellow South African researchers call a ‘dilemma of justice’ (Broekman et al . 2002).…”

Section: Digital Apartheid: Deepening Dividesmentioning

confidence: 99%

“…Surely, working with the small group of 'digital natives'in our context would constitute a wrongdoing in the face of the serious absences experienced by the 'digital stranger' group? This constitutes what fellow South African researchers call a 'dilemma of justice' (Broekman et al 2002). How limited resources should be prioritized, and how opportunities leveraged across the full spectrum of South Africa's students pose a unique challenge for South African educators.…”

Section: Digital Apartheid: Deepening Dividesmentioning

confidence: 99%

Debunking the ‘digital native’: beyond digital apartheid, towards digital democracy

Brown

Czerniewicz

2010

Computer Assisted Learning

239

134

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This paper interrogates the currently pervasive discourse of the ‘net generation’ finding the concept of the ‘digital native’ especially problematic, both empirically and conceptually. We draw on a research project of South African higher education students' access to and use of Information and Communication Technologies (ICTs) to show that age is not a determining factor in students' digital lives; rather, their familiarity and experience using ICTs is more relevant. We also demonstrate that the notion of a generation of ‘digital natives’ is inaccurate: those with such attributes are effectively a digital elite. Instead of a new net generation growing up to replace an older analogue generation, there is a deepening digital divide in South Africa characterized not by age but by access and opportunity; indeed, digital apartheid is alive and well. We suggest that the possibility for digital democracy does exist in the form of a mobile society which is not age specific, and which is ubiquitous. Finally, we propose redefining the concepts ‘digital’, ‘net’, ‘native’, and ‘generation’ in favour of reclaiming the term ‘digitizen’.

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“…As numerous other authors have found (Broekman et al, 2002;Carr-Chellman & Duchastel, 2000;De Villiers & Cronje, 2005;Issroff & Hazemi, 1998;Warschauer, 1999), the initiatives described here encountered vast differences in background knowledge, experience in using computers and the internet, and access to technology. There are essentially two points of view on the accessibility issue.…”

Section: Discussionmentioning

confidence: 91%

Using the World Wide Web to Support Classroom Lectures in a Psychology Course

Thatcher

2007

South African Journal of Psychology

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Information and computing technology is pervasive in tertiary institutions and in the world of work. This short report critically evaluates two website development initiatives for undergraduate psychol ogy modules, developed to support traditional face-to-face psychology lectures. In the first initia tive, emphasis was placed on developing supplementary course material and exercises to comple ment lectures. Students expressed favourable attitudes towards the provision of the supplementary course material and content but less favourable attitudes towards training in how to use the World Wide Web. In the second initiative, emphasis was placed on the interactive qualities of the Web. Stu dents expressed favourable attitudes towards the interactive discussion facilities and the provision of past examination and test papers (and answers). The lessons learned from these initiatives are discussed in relation to access to technology on university campuses in South Africa and in relation to the qualities of the web to facilitate learning.

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Distributive justice and information communication technologies in higher education in South Africa

Cited by 14 publications

References 0 publications

Technology enhanced teaching and learning in South African higher education – A rearview of a 20 year journey

Technology enhanced teaching and learning in South African higher education – A rearview of a 20 year journey

Debunking the ‘digital native’: beyond digital apartheid, towards digital democracy

Using the World Wide Web to Support Classroom Lectures in a Psychology Course

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