Abueng Molotsi

University of South Africa | unisa · Department of Science and Technology Education

The use of digital technologies in the classroom has escalated, especially during the COVID-19 pandemic. Although technology and teacher development centres are available for teachers to use, they are often not optimally utilised. This study used explorative qualitative case study methodologies to understand Grade 9 teachers’ use of digital technol...

In order to provide readers with an overview of, and summarize, the content, the purpose of this chapter is stated as to evaluate teachers' unique knowledge, which they need to effectively integrate digital technologies into teaching and learning. This is built on teachers' use of the technological, pedagogical, and content knowledge (TPACK) model...

In the study reported on here I investigated how teachers used available information and communications technology (ICT) resources to transform teaching and learning in the Bojanala district in the Northwest province of South Africa. The Technological Pedagogical Content Knowledge (TPACK) framework enabled understanding of how the use of available...

In most universities in Zimbabwe, the educators do not possess professional teaching qualifications. Most educators resist institutional interventions aimed at equipping them with appropriate pedagogical skills due to the rigidity of intervention programmes. The advent of mobile communication technology brought various social media platforms that e...

The purpose of the project introduced in this chapter is stated as investigating in what ways teachers are using disruptive methodologies in teaching and learning to foster learners' transversal skills in the Dinaledi cluster of Bojanala District, North West Province, South Africa. To summarize, the content of this chapter will provide readers with...

Learning management systems (LMSs) are among the key digital tools that most institutions have developed for their lecturers and students to manage their online academic activities. The aim of this study was to explore new lecturers' perceptions of adopting and using an LMS for facilitating online modules in the College of Education (CEDU) of an op...

Social networking is increasingly becoming a popular platform that helps teachers connect with their colleagues, learners and other professionals globally. This tool enables communication and strengthens ties by sharing information over the internet. The purpose of this research was to explore secondary-school teachers' experiences of using social...

Numerous Open Distance Electronic Learning (ODeL) institutions have embarked on using a virtual learning environment (VLE) as a platform to facilitate e-Learning. The purpose of this study was to explore university staff experience of using a VLE to study courses online. Connectivism theory was adopted as a guiding framework to explore the staff ex...

Institutions offering Open Distance e-Learning (ODeL) are increasing support levels to e-tutors, by providing them with educational technologies and opportunities to select those that they feel most comfortable in using towards facilitating e-learning. Management systems are further empowering e-tutors towards collaborating with students learning a...

Open Distance e-Learning (ODeL) institutions support e-tutors, providing them with digital tools, to select what they feel comfortable using to facilitate e-learning. Management systems further enable e-tutors to collaborate with students of Computing modules. This paper explores the collaborative learning approach employed in ‘Computer Integration...