Browsing by Author "Mnqonywa, Ndileka"

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    Mapping South African Teachers’ Recognition and Use of ICT Pedagogical Affordances: A Pilot Study of the E-Wits Model
    (University of the Witwatersrand, Johannesburg, 2024-03) Mnqonywa, Ndileka; Ndlovu, Nokulunga Sithabile
    Among the many challenges facing the effective integration of Information and Communication Technology (ICT) in the classroom, the lack of knowledge on what informs teachers’ pedagogical integration into their teaching practice is one of great concern. With the explosion of digital technology, teachers require explicit guidance in familiarising themselves with their ICT pedagogical approach to not compromise teaching and learning. South African ICT education policies and ICT teacher training initiatives have been implemented to ensure sustainable ICT pedagogical integration in the classroom. Nevertheless, these efforts have been proven ineffective, given the reported low uptake and unproductive use of the affordances brought about by digital tools. This study piloted the e-Wits model of the pedagogical affordances of ICTs to analyse 20 South African teachers’ recognition and use of ICT pedagogical affordances. This pilot study reports on how teachers perceive and use digital tools in their pedagogy. The e-Wits model locates teachers’ pedagogic practice and guides how teachers can integrate these technological affordances. The study used secondary data from secondary school teachers’ interviews collected by three Wits Scholars, Ndlovu (2016), Minty (2020) and Nhlapho (2022), who led research on Gauteng Secondary school teachers using ICT in their pedagogy. Teachers’ interviews were used as research instruments. Thematic analysis techniques were employed to re-analyse the data collected by the three scholars. This qualitative study is grounded on a critical realist paradigm. The findings will provide unambiguous guidelines for teachers to make informed pedagogical decisions to facilitate meaningful integration of ICT affordances. Secondly, the study's findings accentuate the need for teachers to encourage an upturn in knowledge construction, active learner participation and collaboration.