Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/6258
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dc.contributor.authorChigona, Agnesen_US
dc.date.accessioned2018-04-11T06:46:49Z-
dc.date.available2018-04-11T06:46:49Z-
dc.date.issued2017-
dc.identifier.issn1479-4403-
dc.identifier.urihttp://hdl.handle.net/11189/6258-
dc.description.abstractIn South Africa, the Western Cape government (WCG)’s current broadband strategy aims to ensure that all schools will be connected to broadband service within a reasonable time-frame. According to the WCG integration of ICTs and the broadband will remove the digital divide and enhance curriculum delivery in schools. To achieve this, sensible long-term planning must be in place to ensure that subject advisors are adequately trained and equipped to participate in the connected schools environment and effectively assist teachers integrate digital resources into classrooms. The aim of this paper is to explore how subject advisors perceive of their preparedness to embrace new technologies for their advisory job; to ensure effective teaching and learning. A qualitative research approach was used; randomly selected education districts in the Western Cape Province provided subject advisors to be participants in the study. Results show that most subject advisors perceive their complex knowledge of how to effectively integrate ICTs into curriculum delivery as inadequate hence are hesitant to advise teachers on effective technology integration into classroomsen_US
dc.language.isoenen_US
dc.publisherACPILen_US
dc.relation.ispartofElectronic Journal of eLearningen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/za/-
dc.subjectConnectivityen_US
dc.subjectSubject advisoren_US
dc.subjectIntegrationen_US
dc.subjectCurriculum deliveryen_US
dc.subject21st Centuryen_US
dc.subjectSouth Africaen_US
dc.titleWestern Cape subject advisors' perception of their preparedness for connected classroomsen_US
dc.typeArticleen_US
Appears in Collections:Edu - Journal Articles (DHET subsidised)
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