Exploring the digital readiness of Gauteng public school educators during COVID-19
Date
2023
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Abstract
The COVID-19 pandemic presented a new normal for the world in more ways than one. As many aspects of our lives were disrupted, so too was education and the way in which education was delivered. Schools were forced to implement a digital means of teaching and learning, to ensure that the curriculum for the year was not interrupted as far as possible. This required educators to use tools and platforms they might not have been familiar with, and this could present issues when trying to teach learners.
This phenomenological research aimed to explore the digital readiness of educators by exploring the factors that promote or inhibit the use of technology in classrooms. Particularly in public schools located in the Gauteng Province of South Africa. The participants were high school educators, with 8 semistructured interviews being conducted online, using Microsoft Zoom and Google Meets.
The findings suggest that several factors were present that acted as barriers to the successful integration of technology in their classrooms. These factors are lack of access to resources, proper infrastructure, training, and support. The digital competencies and skills possessed also emerged as a determinant of the readiness to use technology in the classroom. This tells us that educators were not entirely prepared, and their digital readiness was not at optimal level for them to continue efficiently and effectively teaching their learners during Covid19.
Description
A research report submitted in partial fulfilment of the requirements for the degree of Master of Management in Digital Business to the Faculty of Commerce, Law and Management, Wits Business School, University of the Witwatersrand, Johannesburg, 2022
Keywords
Digital readiness, e-Learning, Teaching, UCTD