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

Year 2022, Volume 10, Issue 2, 221 - 238, 30.06.2022
https://doi.org/10.17478/jegys.1085660

Abstract

The Department of Education introduced the policy on e-Education in 2004, encouraging all teachers to implement technology for teaching and learning. Despite this encouragement, most South African teachers are experiencing many challenges to effectively use technology for teaching and learning in the foundation phase. This study explored the challenges experienced by foundation phase teachers in using technology for teaching and learning in two schools in one district in Gauteng Province: South Africa. The Technological Pedagogical Content Knowledge framework was used as a lens to understand the challenges experienced by foundation phase teachers. The authors applied a qualitative research approach within the interpretivist paradigm to explore and understand participants' lived experiences of their challenges. Purposive sampling was used to select eight foundation phase teachers from two schools in Gauteng Province. The findings revealed that most teachers experienced challenges due to lack of knowledge and understanding of how to use technology effectively for teaching and learning; a lack of support from management to promote the use of technology and inadequate, inappropriate and outdated technological resources and equipment. Teachers also indicated that they did not enjoy the support from their senior managers and education officials. They recommended that all teachers undergo focused training and development on the use of technology for teaching and learning and that the education department should consult teachers and ensure that all systems are in place prior to mandating the implementation of technology in the foundation phase.

References

  • Powers, R. & Blubaugh, W. (2016). Technology in Mathematics Education: Preparing Teachers for the Future. Contemporary issues in Technology and Teacher Education, 5: 254-270
  • Roualdes, M.M. (2013). Increasing public awareness of the needs of students with learning disabilities in the elementary setting. Available from: https://eric.ed.gov/?id=ED542973

Year 2022, Volume 10, Issue 2, 221 - 238, 30.06.2022
https://doi.org/10.17478/jegys.1085660

Abstract

References

  • Powers, R. & Blubaugh, W. (2016). Technology in Mathematics Education: Preparing Teachers for the Future. Contemporary issues in Technology and Teacher Education, 5: 254-270
  • Roualdes, M.M. (2013). Increasing public awareness of the needs of students with learning disabilities in the elementary setting. Available from: https://eric.ed.gov/?id=ED542973

Details

Primary Language English
Subjects Education and Educational Research
Published Date June 2022
Journal Section Differentiated Instruction
Authors

Roy VENKETSAMY (Primary Author)
University of Pretoria
0000-0002-3594-527X
South Africa


Zijing HU
University of Johannesburg
0000-0002-9752-4163
South Africa

Supporting Institution University of Pretoria
Project Number EC16/06/01
Thanks Thanks to the editor of JEGYS for kindly agreeing to review the article
Early Pub Date June 21, 2022
Publication Date June 30, 2022
Published in Issue Year 2022, Volume 10, Issue 2

Cite

Bibtex @research article { jegys1085660, journal = {Journal for the Education of Gifted Young Scientists}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2022}, volume = {10}, number = {2}, pages = {221 - 238}, doi = {10.17478/jegys.1085660}, title = {Exploring challenges experienced by foundation phase teachers in using technology for teaching and learning : a South African case study}, key = {cite}, author = {Venketsamy, Roy and Hu, Zijing} }
APA Venketsamy, R. & Hu, Z. (2022). Exploring challenges experienced by foundation phase teachers in using technology for teaching and learning : a South African case study . Journal for the Education of Gifted Young Scientists , 10 (2) , 221-238 . DOI: 10.17478/jegys.1085660
MLA Venketsamy, R. , Hu, Z. "Exploring challenges experienced by foundation phase teachers in using technology for teaching and learning : a South African case study" . Journal for the Education of Gifted Young Scientists 10 (2022 ): 221-238 <https://dergipark.org.tr/en/pub/jegys/issue/69363/1085660>
Chicago Venketsamy, R. , Hu, Z. "Exploring challenges experienced by foundation phase teachers in using technology for teaching and learning : a South African case study". Journal for the Education of Gifted Young Scientists 10 (2022 ): 221-238
RIS TY - JOUR T1 - Exploring challenges experienced by foundation phase teachers in using technology for teaching and learning : a South African case study AU - Roy Venketsamy , Zijing Hu Y1 - 2022 PY - 2022 N1 - doi: 10.17478/jegys.1085660 DO - 10.17478/jegys.1085660 T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 221 EP - 238 VL - 10 IS - 2 SN - -2149-360X M3 - doi: 10.17478/jegys.1085660 UR - https://doi.org/10.17478/jegys.1085660 Y2 - 2022 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists Exploring challenges experienced by foundation phase teachers in using technology for teaching and learning : a South African case study %A Roy Venketsamy , Zijing Hu %T Exploring challenges experienced by foundation phase teachers in using technology for teaching and learning : a South African case study %D 2022 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 10 %N 2 %R doi: 10.17478/jegys.1085660 %U 10.17478/jegys.1085660
ISNAD Venketsamy, Roy , Hu, Zijing . "Exploring challenges experienced by foundation phase teachers in using technology for teaching and learning : a South African case study". Journal for the Education of Gifted Young Scientists 10 / 2 (June 2022): 221-238 . https://doi.org/10.17478/jegys.1085660
AMA Venketsamy R. , Hu Z. Exploring challenges experienced by foundation phase teachers in using technology for teaching and learning : a South African case study. JEGYS. 2022; 10(2): 221-238.
Vancouver Venketsamy R. , Hu Z. Exploring challenges experienced by foundation phase teachers in using technology for teaching and learning : a South African case study. Journal for the Education of Gifted Young Scientists. 2022; 10(2): 221-238.
IEEE R. Venketsamy and Z. Hu , "Exploring challenges experienced by foundation phase teachers in using technology for teaching and learning : a South African case study", Journal for the Education of Gifted Young Scientists, vol. 10, no. 2, pp. 221-238, Jun. 2022, doi:10.17478/jegys.1085660

Submitted Articles: 589   Rejected Articles: 268 Published Articles: 320  Acceptance Rate:  %54   (Updated at February 9, 2022)

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