(Re)defining the role of the teacher in networked learning: The technology-for-education experience in South African primary schools

Abstract

Throughout the 20th century, there were notable developments in the role of technology in learning. The notion that communication technology could drive educational transformation gained prominence at various historical stages, largely associated with the industrial, electronic, and recently, wireless, revolutions. Against a changing technological landscape, the concept of learning itself has undergone a steady evolution. Sloep (2012) distinguishes between certain forms of learning, now widely recognised as formal, non/in-formal, and accidental learning. These forms occur within two predominant phases: initial and post-initial learning. Typically, the first phase of learning occurs within the formal confines of educational institutions. Here, the practice of learning is mostly organised in terms of accredited curricula, exams, entrance requirements, and certification.