The Impact of the Lack of ICT Resources on Teaching and Learning in Selected South African Primary Schools

Munje, Paul Nwati; Jita, Thuthukile

doi:10.26803/ijlter.19.7.15

Cited by 29 publications

(33 citation statements)

References 13 publications

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“…The results of this study also indicate that students tend to choose to use e-modules, because it contains material other than text, but videos, animations and others that make it easier for students to carry out practical activities. Optimizing the use of ICT will be able to contribute positively to the learning process and outcomes (Alobaid, 2020;Munje & Jita, 2020). Through the results of this study, it can be seen that e-modules have a lot of potential and benefits in providing convenience to students in the learning process (Saraswati et al, 2019;Wulandari et al, 2021).…”

Section: Discussionmentioning

confidence: 83%

Benefits of Using Experiential Learning Based Electronic Modules to Facilitate Students Concierge Learning in Vocational High Schools

Winandari

Sutimin²,

Rejekiningsih³

2022

J. Educ. Technol.

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Changes in the learning paradigm also contribute to the learning process, such as the use of learning media. Learning media and teaching materials should be integrated with technological developments. Electronic modules or E-Modules are one of the media that can be accessed at any time by students with the help of technological devices. This study aims to identify the various benefits of electronic modules (E-modules) according to the views of students. This research is included in descriptive qualitative research, with research subjects namely students majoring in Tourism class XII Vocational High School with a total of 140 students. Data collection techniques were surveys and interviews, the instruments were questionnaires and interview guidelines. The results of the study were then analyzed using interactive analysis which went through four stages, namely data collection, data reduction, data presentation and drawing conclusions. The results of this study indicate that there are benefits from the use of experiential learning-based electronic modules, where 94% of students have used e-modules, students are interested because the electronic modules can show learning practice videos. Through the results of this study, it is hoped that it can be a reference for teachers to be able to develop similar electronic media.

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Section: Discussionmentioning

confidence: 83%

Benefits of Using Experiential Learning Based Electronic Modules to Facilitate Students Concierge Learning in Vocational High Schools

Winandari

Sutimin²,

Rejekiningsih³

2022

J. Educ. Technol.

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“…The achievement of both learning objectives and abilities as outlined in the prototype curriculum in schools, can basically be achieved by students through a series of learning processes that are able to coexist with ICT. Therefore, the combination of innovative and modern teaching materials can be an alternative choice of learning resources that can be used by students to support the learning process (Har et al, 2019;Munje & Jita, 2020). The integration of ICT into the learning process can be realized by presenting innovative ICT-based teaching materials that have not previously been developed in schools.…”

Section: Discussionmentioning

confidence: 99%

The Urgency of Prototype Curriculum Based E-Book for Mathematics Learning for Vocational School Students

2022

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The development and learning paradigm is always followed by adjustments to the implementation of learning activities. Currently, a solution is being offered to improve the quality of learning through the implementation of kurikulum prototype. This study aims to see the potential and opportunities for product development of teaching materials based on E-Books for learning mathematics. This research belongs to the mixed methods approach. The research subjects consisted of teachers, and 42 students. While the data collected in the form of qualitative and quantitative data. Qualitative data were collected with technical observations, and interviews with the instruments, namely observations and interviews. Quantitative data were collected using a non-test technique, namely a questionnaire and followed by a questionnaire as an instrument. The research data will be analyzed descriptively with interactive analysis through data collection, data reduction, data presentation, and drawing conclusions. The results showed that during the implementation of learning, teachers had basically used ICT-based media which were limited to the type of presentation slides and the internet, student responses stated that they needed ICT-based teaching materials for learning mathematics (92.9%), total 90.5% of students also agrees with the development of ICT-based teaching materials in e-book format for learning mathematics, this is certainly an initiative and desire that must be realized in order to implement innovative learning. Thus, the results of this study can be used as a basis for developing an innovation through ICT-based teaching materials in e-book format to improve the learning process in vocational high schools.

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“…The case of 55,000 missing Samsung tables that were loaned to the Eastern Cape DBE for the matric class of 2020 provides a good example of mismanagement of available resources that must be avoided to ensure sustainability of resources (Dayimani, 2021). Munje and Jita (2020) cautioned that in some instances resources in the classroom are either non-utilised or under-utilised, with negative implications for teaching and An absence of ICT infrastructure militates against a progressive digital literacy environment at schools. We recommend the employment of DRM that involves the use of material resources, human resources, social-organisational resources, community-cultural and moral resources that could be harnessed by school stakeholders for digital inclusion.…”

Section: Discussionmentioning

confidence: 99%

Towards a Digital Resource Mobilisation Approach for Digital Inclusion During COVID-19 and Beyond: A Case of a Township School in South Africa

Mkhize

Davids

2021

Educ. res. soc. change.

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COVID-19 is affecting the functioning of most countries globally, creating a situation now described as the “new normal”—a time of unexpected educational change. The national lockdown, accompanied by the closure of educational institutions, brought economic hardship and deepened the digital divide between the rich and the poor. Educational institutions capable of transitioning to an online mode of delivery made that shift, while the majority of South Africa’s schools remained excluded due to poverty and lack of technological infrastructure. The educational sector is at wits’ end to find strategies to curtail the growing digital divide. This paper offers a digital resource mobilisation approach as framework to keep schools on the path to achieving the National Development Plan’s aim of ICT capacitation. To consider developmental possibilities and respond to the digital exclusion of township schools, we asked the question: “What are the online teaching and learning experiences of school stakeholders?” Responses to this question assisted development of a digital resource mobilisation theory that is offered as a viable approach to digital inclusion and social change. Data were collected by telephonic interviews with three teachers, three learners, three school governing body parents, and one school principal. Based on the findings, recommendations for digital inclusion are suggested.

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The Impact of the Lack of ICT Resources on Teaching and Learning in Selected South African Primary Schools

Cited by 29 publications

References 13 publications

Benefits of Using Experiential Learning Based Electronic Modules to Facilitate Students Concierge Learning in Vocational High Schools

Benefits of Using Experiential Learning Based Electronic Modules to Facilitate Students Concierge Learning in Vocational High Schools

The Urgency of Prototype Curriculum Based E-Book for Mathematics Learning for Vocational School Students

Towards a Digital Resource Mobilisation Approach for Digital Inclusion During COVID-19 and Beyond: A Case of a Township School in South Africa

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