Researching digital inequalities in children’s play with technology in South Africa

Murris, Karin; Scott, Fiona; Thomsen, Bo Stjerne; Dixon, Kerryn; Giorza, Theresa Magdalen; Peers, Joanne; Lawrence, Chanique

doi:10.1080/17439884.2022.2095570

Cited by 7 publications

(6 citation statements)

References 32 publications

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“…The quantified formula for adaptability (1) takes into account the degree of adaptation of the courseware to each learner (Fi), incorporating data from all learners (n). In the context of art education, this means that courseware can be personalized based on students' artistic skills, style preferences, and creative progress [4] .…”

Section: Development Of Interactive Courseware Based On the Abc Modelmentioning

confidence: 99%

Application Research on Interactive Teaching in Fine Arts at University Level in the Context of Digital Media Technology

Pan,

Ren

2024

Proceedings of the 3rd International Conference on Internet Technology and Educational Informatization, ITEI 2023, November 24–

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The application of digital media technology in higher education fine arts teaching is becoming increasingly widespread. This research, through an analysis of the current development of digital media technology, interactive teaching theories, and the objectives of fine arts education, elucidates the necessity of a deep integration between digital media and fine arts instruction. Based on this foundation, three application models of digital media technology are designed, including the ABC model for digital courseware, the XYZ virtual simulation system, and the MVC interactive platform. The results of their application demonstrate that these models not only enrich teaching methods but also significantly enhance the interactivity between teachers and students. A comprehensive evaluation using methods such as questionnaires, tests, and interviews proves that this teaching approach can significantly improve students' interest in learning, artistic skills, and aesthetic abilities. The study concludes by discussing existing issues and proposing optimization strategies. Overall, this research provides theoretical support and empirical cases for the effective integration of digital media technology and fine arts education, representing an innovative exploration that can serve as a reference for enhancing the quality of fine arts education.

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Section: Development Of Interactive Courseware Based On the Abc Modelmentioning

confidence: 99%

Application Research on Interactive Teaching in Fine Arts at University Level in the Context of Digital Media Technology

Pan,

Ren

2024

Proceedings of the 3rd International Conference on Internet Technology and Educational Informatization, ITEI 2023, November 24–

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“…340–341). In addition, a recent study conducted by Murris et al (2022) on children’s learning through play with technology found that many South African children have little or no access to digital games, in comparison to children from communities in the UK. So, for many young learners, the lockdown period meant they would only get back to structured learning and play once they returned to their early childhood learning centres.…”

Section: Literature Reviewmentioning

confidence: 99%

Early literacy experiences of two children during Covid-19 lockdown in South Africa: A semi- ethnographic study

Nkomo

Magxala

Lebopa

2023

Journal of Early Childhood Literacy

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As the world came to grips with the coronavirus diseases (COVID-19), educational institutions and the society at large faced the challenge of figuring out how to continue with teaching and learning in such a context. Many countries, including South Africa made efforts to help contain and suppress the spread of Covid-19. In the South African education sector, about 13 million learners and 440 000 teachers were released before the end of the first school term in March 2020. In addition, 30 000 Early Childhood Development (ECD) centres, about 100 000 teachers were also required to end their term before the official closing date. For many young learners, the lockdown period meant that they would be at home with (a) Limited access to age appropriate, fun and explicitly educational resources to play with as many shops considered resources that could be used to develop children’s sensory skills as not essential goods (b) They had limited exposure to structured learning and play as most caregivers are not qualified ECD practitioners (c) Children could not play outside, visit playgrounds and parks, yet, freedom of movement, activity and exercise is important for every child’s development and young children learn best through play and experimenting (d) Most of their curriculum content cannot be fully taught using online platforms. Given this background, through a semi-ethnographic study, the paper documents the early literacy experiences of two 3 year old children during the Covid-19 lockdown in South Africa. In addition, analysis of parents or caregivers’ feedback about their experiences in providing assistance to the young learners during the lockdown is presented. Findings of the study show that in both research contexts, literacy practices were different, but not lesser. Challenging as it was for the caregivers to support the development of literacy, the home environment provided many opportunities for learning.

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“…In another large-scale survey, about 60% of public school students could not study online, with the situation much more exacerbated for children with disabilities, over 90% of whom were found unable to attend online classes (Azim Premji Foundation, 2020). Huge discrepancies in terms of access to technology and connectivity also exist in South Africa (Murris et al, 2022). The World Bank (2018) talks up the affordances of technology for enhancing educational quality and expanding access, especially "in fragile and conflict contexts or remote areas where teacher support is scarce" (p. 2) but at the same time also acknowledges that "rampant inequality in access to technology infrastructure, which includes both devices (radios, TVs, computers, laptops, tablets, and phones) and connectivity to the Internet" is a major barrier (World Bank, 2020, p. 10).…”

Section: Rethinking Openness In (Technology-based) Education In the D...mentioning

confidence: 99%

Critiquing Sustainable Openness in Technology-Based Education from the Perspective of Cost-Effectiveness and Accessibility

Xiao

2023

Open Praxis

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The over-exaggeration of technology's role in education has dominated the landscape of research, often resulting in the negligence of other important issues. This article critiques openness in technology-based education from the perspective of sustainability, put more specifically, cost-effectiveness and accessibility, both of which have direct impact on sustainable openness. It first reviews the purpose of using technology in education advocated in strategy documents, namely using technology to break the iron triangle of access, cost, and quality, hence increasing openness in high-quality education. It contends that technology-based education cannot be sustainably open without both cost-effectiveness and accessibility. Nevertheless, sustainable openness is an under-researched theme according to the findings from a review of 3,059 primary studies conducted in this article. The article then goes on to rethink sustainable openness in the digital age, arguing that technology-based education should be costeffective to educational institutions and students alike and cater for socio-economic diversity and disparity, among other things, to ensure sustainable openness to all. It concludes by calling for a critical approach to researching technology-based education with the aim of achieving high quality, cost-effectiveness, and accessibility at the same time and opening up education to all.245 Xiao Open Praxis

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Researching digital inequalities in children’s play with technology in South Africa

Cited by 7 publications

References 32 publications

Application Research on Interactive Teaching in Fine Arts at University Level in the Context of Digital Media Technology

Application Research on Interactive Teaching in Fine Arts at University Level in the Context of Digital Media Technology

Early literacy experiences of two children during Covid-19 lockdown in South Africa: A semi- ethnographic study

Critiquing Sustainable Openness in Technology-Based Education from the Perspective of Cost-Effectiveness and Accessibility

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