Technical Support
Comparative Education for Competitive Learners View Digital Media
Paper Presentation in a Themed Session Mamalatswa Maruma
In South Africa e-education and multilingualism is a national development priority in a multilingual society. It is viewed as a national project geared towards attaining and sustaining qualitative education. The acquisition of literacy and multi-literacies is critical for participation in the global world. There is a need to develop cultural competency skills to enhance the ability to practice effective communication in intercultural situations. Collaborative use of digital technology and cultural competency are the best approach to enhance effective and appropriate interaction with people of other cultures. As a social transformation strategy, there is the intention to ensure that educational imbalances of the past are redressed and that equal educational opportunities are provided for all sections of our population. This paper explores the effect of the current education on learners. The study was qualitative in nature within the interpretivism paradigm. Research instruments, namely interviews, classroom observation and document analysis were used to collect data. The study recommended that as the design and the scope of the e-education and multilingualism are multidimensional, they need to be clearly captured in language policies, clearly spelt in the curriculum and teaching modules and be adequately financed for effective implementation for desired outcomes.
English First Additional Language Teachers: Limited Use of Technology in Rural Primary Schools View Digital Media
Paper Presentation in a Themed Session Margaret Malewaneng Maja
Teachers’ limited access to technology in rural communities may negatively impact the usefulness of technology in teaching and learning. This interpretivist qualitative case study explored the integration of technology by English First Additional Language (EFAL) teachers from schools located in rural areas of South Africa. This study is underpinned by the Technology Acceptance Model (TAM). Semi-structured interviews were conducted with ten purposively sampled EFAL teachers. Thematic analysis was adopted to analyse data. The study revealed that most EFAL teachers attempted to integrate technology into their classrooms despite their challenges. The study also found that EFAL teachers are open to integrating technology in their classrooms. Therefore, this study suggests that teachers be given access to technology resources that can aid in language skill acquisition for the benefit of learners. Further in-service training is recommended so that teachers can explore more of the usage of digital devices and platforms in teaching language aspects. In conclusion, we argue that using technology to teach English as an internationally recognised language of communication may improve teachers' digital practices.
