An evaluation of teachers’ digital learning competencies to integrate technology-supported materials in the teachinglearning process

Simple item page
dc.contributor.authorNaidoo, Tashlynne
dc.date.accessioned2020-12-04T13:08:58Z
dc.date.available2020-12-04T13:08:58Z
dc.date.issued2020
dc.descriptionA research report submitted to in fulfilment of the requirements for the degree of Master of Management in the field of Digital Business to the Faculty of Commerce, Law and Management, School of Business, University of the Witwatersrand, Johannesburg, 2020en_ZA
dc.description.abstractThere is a growing body of literature associated with teachers’ digital competency levels and their ability to integrate digital tools and resources to support the teaching and learning process in order to gain a comprehensive understanding of the benefit to teachers, learners, the education process, and system. An important component of research to add to this field is an in-depth evaluation of how digitally competent South African teachers are to successfully integrate technology-supported materials in the teaching and learning process, leading to positive educational outcomes. The aim of this research is to gain an understanding of South African teacher’s perceived or self-assessed competence on the curriculum focus competencies stipulated in the Department of Basic Educations Professional Development Framework. This thesis examines the digital learning competencies, specific to a curriculum focus, of inservice and pre-service teachers and their ability and readiness to explore the competencies gained through the curriculum delivery for learners. A quantitative approach was used to enable the collection of data for this study to be accomplished. A clearly structured survey was distributed through multiple approaches such as messaging and social media channels. Overall, the study found that most teachers feel comfortable with their acquired skills and competency levels to integrate digital methods in the classroom in order to facilitate learning. The data collected confirms that most teachers have a medium to high perceived competence level in relation to the digital learning competences stipulated under the curriculum focus in the Professional Development Framework. Teachers are somewhat comfortable and confident in integrating digital technology to enhance learning in classrooms whilst simultaneously using it to explore and experiment with all available teaching techniques. The findings of this study enable quicker transition and integration of digital resources in classrooms which will improve the teaching and learning experience. Hence, the initiatives to develop teachers in digital learning competencies are effective. Recommendations for future studies are also discussed in chapter 5. Future research that can be linked to this topic include studies that investigate if the integration of digital technologies in classroom learning impacts learning outcomes.en_ZA
dc.description.librarianTL (2020)en_ZA
dc.facultyFaculty of Commerce, Law and Managementen_ZA
dc.identifier.urihttps://hdl.handle.net/10539/30267
dc.language.isoenen_ZA
dc.schoolWits Business schoolen_ZA
dc.subject.otherSDG-4: Quality education
dc.titleAn evaluation of teachers’ digital learning competencies to integrate technology-supported materials in the teachinglearning processen_ZA
dc.typeDissertationen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Tash Naidoo - Final - 23 October 2020.pdf
Size:
1.57 MB
Format:
Adobe Portable Document Format
Description:
Main Work
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Electronic Theses and Dissertations (Masters/MBA)