Search results for author:"Agnes Chigona"
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Using Digital Storytelling to Prepare New Teachers for Multicultural and Digital Natives’ Classrooms
EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 1708–1713
: The 21 Century learners are said to be digital natives. They have increased exposure to new technologies such that are more skilled than their teachers in the use of digital technologies. Coincidentally, many classrooms in big cities are also...
Africa Education Review Vol. 12, No. 3 (2015) pp. 478–492
The expectation in education today is that pre-service teachers should graduate from teacher education adequately prepared to teach with Information Communication Technologies (ICTs) that have potential to enhance curriculum delivery, hence...
Electronic Journal of e-Learning Vol. 15, No. 5 (2017) pp. 444–454
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...
Using multimedia technology to build a community of practice: pre-service teachers’ and digital storytelling in South Africa
International Journal of Education and Development using ICT Vol. 9, No. 3 (Dec 27, 2013)
Employing the theory of Community of Practice (CoP), this paper shows how the use of multimedia led a group of pre-service teachers to build a community of practice in the process of completing their individual digital stories for assessment. The...
Global Learn 2015 (April 2015) pp. 240–247
In this 21st Century, it is likely to assume that new teachers are joining the teaching professional with sufficient skills on how to teach with Information Communication Technologies (ICTs). Unfortunately, in most cases the assumption is not always ...
Global Learn 2011 (Mar 28, 2011) pp. 93–101
While e-learning platforms are today available in many tertiary institutions in South Africa, the adoption of the technology by lecturers is still low. Although many lecturers may be familiar with technology in general, they still may not be able to ...
Innovate Learning Summit 2020 (Nov 03, 2020) pp. 439–449
The rapid advancement in technologies and the technology integration models in teacher education highlight the need for continuous professional development. However, most of these models provide a partial picture of the effective technology...
Teachers’ integration of instructional technology into curriculum delivery in disadvantaged communities: a case of Cape Flats schools in South Africa
EdMedia + Innovate Learning 2021 (Jul 06, 2021) pp. 97–106
Despite the prevalence of a variety of instructional technology, not all teachers are fully equipped to take advantage of the immense benefits it posits. The study employed a qualitative research to explore the challenges affecting the integration...
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 672–680
Pre-service teachers may be familiar with a variety of technology, however, studies have shown that they are inadequately prepared to integrate technology into teaching and learning This paper determines skills acquisition process by the pre...
International Journal of Online Pedagogy and Course Design Vol. 3, No. 1 (January 2013) pp. 53–65
Most South African universities have been acquiring new technologies for teaching and learning. This paper aims at understanding the domestication of e-learning platforms. The authors want to understand the factors that affect the domestication of...
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 429–438
Teaching and learning in the 21st Century demands integration of digital technologies into curriculum delivery. Research has shown that integration of digital technologies into Mathematics classrooms has proved in many instances to enhance the...
Mathematics teachers’ integration of technology for pedagogical use in a less affluent High School in the Western Cape
Society for Information Technology & Teacher Education International Conference 2021 (Mar 29, 2021) pp. 1369–1378
Many factors affect the integration of Educational Technology (ET) for pedagogy in less affluent high schools in the Western Cape. Despite the prevalence of a variety of ETs, not all teachers are fully equipped to take advantage of the immense...
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 106–112
Despite a recommendable deployment of the new technologies into the higher learning institutions, there is low adoption rate and the use of the eLearning platforms among many university lecturers in the country. This paper aims at analysing the...
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2748–2753
This study analysed teacher educators’ capabilities in terms of integrating ICTs in a teacher education program in South Africa. A Capability Approach was used as a conceptual lens to examine factors impacting on the teacher educators’ capabilities. ...
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1216–1224
In most cases private schools are considered having adequate tools for teaching and learning. ICTs are the most common teaching tools being used in the 21st Century and one would assume private schools are leading in technology acquisition and use...
Turkish Online Journal of Educational Technology - TOJET Vol. 11, No. 3 (July 2012) pp. 278–285
The purpose of this paper is to analyse an innovative teaching and learning practice in which pre-service student teachers at the CPUT used digital stories to reflect on their experiences of diversity in their classroom. Managing diverse classrooms...
International Journal of Education and Development using ICT Vol. 6, No. 2 (Jul 25, 2010) pp. 21–32
The potential of Information Communication Technologies (ICT) to enhance curriculum delivery can only be realised when the technologies have been well-appropriated in the school. This belief has led to an increase in government- or donor-funded...
Using Technology to Enhance Pedagogies in Rural Geography Primary Classroom in the Twenty-First Century
Africa Education Review Vol. 15, No. 3 (2018) pp. 130–145
The purpose of this research was to explore how two rural primary teachers used technology to enhance their pedagogical and content knowledge of Geography in their everyday teaching and learning. Hence the theory of Koehler and Mishra's...
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 1491–1498
The aim of this study was to understand how digital storytelling (DST) production led a group of pre-service teachers to create a shared understanding that bound them together to successfully complete their individual digital stories for assessment. ...
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3091–3098
Pre-service teachers’ e-skills are important for instruction in the 21st century digital classrooms. One hundred final year pre-service teachers participated in a digital story telling project. Ten student facilitators were appointed and trained to...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 1621–1628
Integration of digital storytelling (DST) technique is perceived to be significant in diverse classrooms as it supports educational processes of such learning environments. Embracing the perception, this study focuses on the pre-service teachers’...
Using Digital Counterstories as Multimodal Pedagogy among South African Pre-Service Student Educators to Produce Stories of Resistance
Electronic Journal of e-Learning Vol. 12, No. 1 (2014) pp. 29–42
While digital storytelling has entered higher education as a vehicle to reflect on issues of identity and difference, there is a paucity of research framed by a critical perspective unpacking underlying power structures in the classroom. This study...
EFFECTS of CONTEXTUAL FACTORS on STUDENT TEACHERS ATTITUDES TOWARDS the USEFULNESS and VALUE of SOCIAL MEDIA and TECHNOLOGIES
Innovate Learning Summit 2020 (Nov 03, 2020) pp. 591–599
Initial teacher education (ITE), programs during current times have seen a revolution in the use of tools and technologies in instructional practices. The unexpected emergence of the Covid-19 pandemic has reconceptualised how teacher education need...
Topics: Flexible learning