A Continuum of Teachers' e-Learning Practices

Autor/inn/en	Sadeck, Osman; Cronjé, Johannes
Titel	A Continuum of Teachers' e-Learning Practices
Quelle	In: Electronic Journal of e-Learning, 15 (2017) 5, S.395-408 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Educational Technology; Technology Uses in Education; Technology Integration; Teaching Methods; Technological Literacy; Electronic Learning; Grounded Theory; Qualitative Research; Statistical Analysis; Questionnaires; Interviews; Foreign Countries; Innovation; South Africa + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen; Qualitative Forschung; Statistische Analyse; Fragebogen; Interviewing; Interviewtechnik; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The introduction of technologies into the teaching and learning environment has implied changes to the way education plays out in an e-Environment. Previous research has highlighted the many barriers and challenges in integration technology into teaching and learning. Technology is said to be underutilised. However there are studies that have identified that teachers are using technology in their work. Little is known about the extent of this use of technology. Accordingly less is known about teachers' e-Learning practices. This paper seeks to highlight the patterns in teachers' e-Learning practices. Using a blend of inductive and deductive techniques data was collected from a sample of teachers known to be using technology in their work. The study was framed by the: (i) Development in use and stages of teaching and learning with technologies (UNESCO) and (ii) Technological skills developmental levels (DoE). The data from the study has highlighted patterns in the use and practice of technology integration in school education. These patterns could be mapped to continuums of use and practice. It has been found that teachers used technology for a variety of purposes: personal, administration, teaching and learning at different frequencies and at varying levels of intensity. Teachers were found to use technology for e-Teaching and e-Learning progressively and in ways that was aligned to their comfort zones. The way teachers' used technology was found to be progressive from simple to innovative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01