New Pedagogical Approaches with Technologies

New Pedagogical Approaches with Technologies

Sue Conger (University of Dallas, Irving, USA), Kirstin E.M. Krauss (School of Computing, University of South Africa (UNISA), Johannesburg, South Africa) and Clement Simuja (Rhodes University, Grahamstown, South Africa)
Copyright: © 2017 |Pages: 15
DOI: 10.4018/IJTHI.2017100105
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This case study analyzes the availability and uses of teaching techniques and computing technologies in Grades 10, 11, and 12 Computer Applications Technology classes in a remote town in South Africa. The technologies and techniques trialed show promise of usefulness in being more engaging to student interest than the prior method. Human factors issues focus on ease of use and intuitiveness of technologies for both teachers and students. With 50-minute classes, if the technology becomes a hurdle rather than a vehicle for teaching a class concept, it defeats its own purpose. Thus, to be successful, technologies need to be selected carefully, matched to pedagogical goals, calibrated for student skills, installed, tested, and ready for use. Students need support, encouragement, and, occasionally, prodding to use new technology. Thus, ICTs in the classroom require a technologically and pedagogically knowledgeable teacher.
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ICT4D research shows that educational efforts to use computers in the classroom often fail (Botha and Herselman, 2015a, b; Marshall, Taylor, MacGowan, Kisanga, Ireson, Pima, Odetayo, Iqbbal, Sedoyeka, Musungwini, and Mugoniwa, 2016; Nsolly and Ngo, 2016). Failures can be attributed to lack of sufficient ICT infrastructure, teachers’ low technology and pedagogy knowledge, lack of teacher training, low interest by parent-teacher groups, and a focus on computer literacy rather than computer use (Botha and Herselman, 2015b; Marshall, et al., 2016; Nsolly and Ngo, 2016; Nkula and Krauss, 2015)

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