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Journal Article

Western Cape Subject Advisors’ Perception of Their Preparedness for Connected Classrooms  pp444-454

Agnes Chigona

© Oct 2017 Volume 15 Issue 5, Editor: Rikke Ørngreen and Karin Levinsen, pp367 - 466

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Abstract

In South Africa, the Western Cape government (WCG)’s current broadband strategy aims to ensure that all schools will be connected to broadband service within a reasonable time‑frame. According to the WCG integration of ICTs and the broadband will remove the digital divide and enhance curriculum delivery in schools. To achieve this, sensible long‑term planning must be in place to ensure that subject advisors are adequately trained and equipped to participate in the connected schools environment and effectively assist teachers integrate digital resources into classrooms. The aim of this paper is to explore how subject advisors perceive of their preparedness to embrace new technologies for their advisory job; to ensure effective teaching and learning. A qualitative research approach was used; randomly selected education districts in the Western Cape Province provided subject advisors to be participants in the study. Results show that most subject advisors perceive their complex knowledge of how to effectively integrate ICTs into curriculum delivery as inadequate hence are hesitant to advise teachers on effective technology integration into classrooms.

 

Keywords: connectivity, subject advisor, integration, curriculum delivery, 21st Century, South Africa

 

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Journal Issue

Volume 15 Issue 5 / Oct 2017  pp367‑466

Editor: Rikke Ørngreen, Karin Levinsen

View Contents Download PDF (free)

Editorial

 

Keywords: Open Teaching; Open Educational Practices; Open Educational Resources; MOOC; Information and Communication Technologies; Open Education; E-learning, E-Resources, e-learning, open and distance education, pre-service teachers, e-Learning practice, continuum, use, e-Teaching, e-Learning, traditional, innovation, systems engineering, systems thinking, systems approach, system dynamics, systems engineering education, systems thinking assessment, educational games, experience accelerator, experiential learning, game-based learning, system analysis and design, systems engineering and theory, simulation, Feasibility, e-learning, Iranian university, strategies, gamification, games and learning, drivers, barriers, teachers, Higher Education, connectivity, subject advisor, integration, curriculum delivery, 21st Century, South Africa, multimedia storytelling; traditional storytelling; foreign language learning; Chinese idiom learning; non-native novices

 

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