Exploring challenges experienced by foundation phase teachers in using technology for teaching and learning : a South African case study

Venketsamy, Roy; Hu, Zijing

doi:10.17478/jegys.1085660

Cited by 11 publications

(4 citation statements)

References 22 publications

(42 reference statements)

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“…These techniques included textbased interviews, observation schedules, participants' reflective journals, and documentation. Venketsamy and Hu [29] concurred with Creswell [30] that the adoption of diverse data collection methods strengthens the trustworthiness of the findings. The text-based interviews took place between March 2022 and April 2022.…”

Section: Methodsmentioning

confidence: 62%

Exploring students’ views and experiences of an acupuncture programme at a South African university: Case study

Hu,

Zhang,

Razlog

2023

I-CM

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<p align="justify">Curriculum transformation for 21st-century skills in higher education is gaining much attention nationally and internationally. The African continent is becoming acutely aware of strengthening the curriculum to improve teaching and learning. In this study, the focus is on transforming the acupuncture programme to align with international standards. Streamlining and aligning the South Africa (SA) curriculum programme to international standards will improve patients’ health.<strong> </strong>The reason is that higher education institutions are responsible for ensuring that their students are competent in the world of work through quality educational programmes. There is an increasing demand for quality acupuncture services for the public. According to the World Health Organization, acupuncture is one of the most popular alternative medicines worldwide. However, there is a lack of research to explore contextualised acupuncture programmes on the African continent. This study aimed to explore the content of the South African acupuncture programme and align it with international standards. To undertake this study, the author employed a qualitative, single-case study by interviewing the students of the programme using a semi-structured interview schedule. The findings of this study revealed that students shared positive views towards the acupuncture programme. They had a clear and accurate understanding of the outcome of the programme. However, participants reported that there was limited clinical exposure in the acupuncture programme, which negatively affected students’ competencies in the working world. This study concluded that there was a need to ensure the contextualised acupuncture programme was benchmarked against international standards. Furthermore, there was a need to improve the infrastructure at the university to ensure adequate training facilities. This study is of profound significance since the identified higher education institution is the only university that provides an acupuncture programme in South Africa.</p>

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Section: Methodsmentioning

confidence: 62%

Exploring students’ views and experiences of an acupuncture programme at a South African university: Case study

Hu,

Zhang,

Razlog

2023

I-CM

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“…Although the local literature has separately explored the teaching and implementation of RE (Chidester, 2006;Ntho-Ntho & Nieuwenhuis, 2016a, 2016bRoux, 2013) and CSE in schools (Francis, 2017c;Ngabaza & Shefer, 2019;Venketsamy, 2018), the problem is that there are no available studies which have explored the intersections of both polices together.…”

Section: Implementing Educational Policy Protecting the Rights Of Rel...mentioning

confidence: 99%

“…According to Francis (2011), it is not uncommon for the teaching about gender and sexuality diversity to be disregarded from CSE curriculum as these themes may conflict with teachers' religious and cultural beliefs. For instance, Venketsamy's (2018) investigation into the challenges experienced by South African black male and female teachers teaching CSE revealed that these teachers failed to teach on themes such as same-sex relationships based on conflicting values with their cultural and religious beliefs. Similarly, the interviewed learners in Mayeza and Vincent (2019) study demanded more knowledge about dating and same-sex relationships.…”

Section: South African Schools' Comparative Responses To the Implemen...mentioning

confidence: 99%

A comparative analysis between the religious and comprehensive sexuality education policies in South African schools

Ubisi

2021

Journal of LGBT Youth

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With the dawn of a constitutional democracy, South Africa has enacted contentious policies, such as outlawing capital punishment and legalizing same-sex marriage. Within the educational environment, the religious education (RE) and comprehensive sexuality education (CSE) polices remain the most controversial to date. A comparative analysis of their overriding objectives suggests the two policies coincide in terms of their purpose (e.g. protecting the rights of religious and sexual minority groups), reform (conscientizing learners about the oppression of othered groups), and action (instilling inclusivity and diversity in religious and sexuality education). Yet, despite the two policies' corresponding position toward oppression encountered by minorities, the analysis shows some schools privilege the implementation of one policy over another. For example, the orthodox position taken by some faith-based schools in removing the teaching of sexuality diversity, and replacing it with religious studies. On the other hand, the analysis also shows that learners from both religious and sexual minority groups (e.g. queer Muslim youth), outside of faith-based schools, may face compounded forms of oppression based on religious, gender and sexual minority status. The analysis explores this sometimes conflicting intersection of religion, gender and sexuality, while suggesting new directions for future studies in RE and CSE.

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“…While Simelane, Blignaut and Van Ryneveld (2007) conducted a study on preparing lecturers to integrate educational technology into their teaching and learning practices. Venketsamy and Zijing (2022) explored the challenges experienced by the foundation phase teachers in using technology for teaching and learning. Hence, all these studies focused on strategies far beyond the scope of the innovative strategies for integrating technologies.…”

Section: Introductionmentioning

confidence: 99%

Innovative Strategies for Integrating Technology into Agricultural Programmes at Technical and Vocational Colleges

Sephokgole,

Makgato,

Khoza

2023

IJLTER

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The transformation of agricultural programmes warrants that Technical and Vocational Education, and Training (TVET) lecturers use innovative strategies to integrate technology into their teaching. Currently, most training programmes have shifted from the traditional methods of teaching to integrate technology; hence, the strategies for training using these technologies are required. In this study, 20 lecturers from three TVET college campuses were interviewed and their teachings were observed. The ultimate purpose of this qualitative study was to propose innovative strategies for integrating technologies into the agricultural programmes. The research participants who were regarded as being knowledgeable and experienced in agricultural programmes were selected using the purposive and convenient sampling method. Data was thematically analysed and presented using categories such as the exploration of technology integration; the experimentation with technology integration; the adoption of technology integration; and the advanced technology integration that was adopted from the Kotrlik-Redmann (2003) framework. The findings suggest that the innovative strategies, including but not limited to being proactive, improvising, being developmental, and seeking assistance strategies can be used to integrate technologies. The study reveals that the lecturers use various innovative strategies for integrating technologies into the agricultural programmes. We recommend that the TVET colleges offering agricultural programmes, the Department of Higher Education and Training, and the other key stakeholders implement innovative strategies to help in the complete integration of technology. We also suggest the need to provide TVET lecturers with continuous training in the use of innovative technology.

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Exploring challenges experienced by foundation phase teachers in using technology for teaching and learning : a South African case study

Cited by 11 publications

References 22 publications

Exploring students’ views and experiences of an acupuncture programme at a South African university: Case study

Exploring students’ views and experiences of an acupuncture programme at a South African university: Case study

A comparative analysis between the religious and comprehensive sexuality education policies in South African schools

Innovative Strategies for Integrating Technology into Agricultural Programmes at Technical and Vocational Colleges

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