Technology enhanced teaching and learning in South African higher education – A rearview of a 20 year journey

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dc.contributor.authorNg'ambi, Dick
dc.contributor.authorBrown, Cheryl
dc.contributor.authorBozalek, Vivienne
dc.contributor.authorGachago, Daniela
dc.contributor.authorWood, Denise
dc.date.accessioned2016-12-12T13:36:40Z
dc.date.available2016-12-12T13:36:40Z
dc.date.issued2016-07-18
dc.description.abstractIn the last 20 years, the South African higher education has changed significantly, influenced by global trends national development goals and pressure from local educational imperatives, in the context of a digitally networked world. Shifts in technology enhanced pedagogical practices and in discourses around information and communication technologies (ICTs) have had varying degrees of influence in higher education. This paper takes a rearview of a 20-year journey of technology enhanced learning in South African higher education. An analysis of literature view is presented chronologically in four phases: phase 1 (1996–2000), phase 2 (2001–05), phase 3 (2006–10) and phase 4 (2011–16). In phase 1 technology was used predominantly for drill and practice, computer-aided instruction, with growing consciousness of the digital divide. In phase 2 institutions primarily focused on building ICT infrastructure, democratizing information, policy development and research; they sought to compare the effectiveness of teaching with or without technology. During phase 3 institutions began to include ICTs in their strategic directions, digital divide debates focused on epistemological access, and they also began to conduct research with a pedagogical agenda. In phase 4 mobile learning and social media came to the fore. The research agenda shifted from whether students would use technology to how to exploit what students already use to transform teaching and learning practices. The paper concludes that South Africa's higher education institutions have moved from being solely responsible for both their own relatively poor ICT infrastructure and education provision to cloud-based ICT infrastructure with “unlimited” educational resources that are freely, openly and easily available within and beyond the institution. Although mobile and social media are more evident now than ever before, teaching and learning practice in South African higher education remains largely unchanged.en_ZA
dc.identifier.apacitationNg'ambi, D., Brown, C., Bozalek, V., Gachago, D., & Wood, D. (2016). Technology enhanced teaching and learning in South African higher education – A rearview of a 20 year journey. <i>British Journal of Educational Technology</i>, http://hdl.handle.net/11427/22624en_ZA
dc.identifier.chicagocitationNg'ambi, Dick, Cheryl Brown, Vivienne Bozalek, Daniela Gachago, and Denise Wood "Technology enhanced teaching and learning in South African higher education – A rearview of a 20 year journey." <i>British Journal of Educational Technology</i> (2016) http://hdl.handle.net/11427/22624en_ZA
dc.identifier.citationNg'ambi, D., Brown, C., Bozalek, V., Gachago, D., & Wood, D. (2016). Technology enhanced teaching and learning in South African higher education–A rearview of a 20 year journey. British Journal of Educational Technology.en_ZA
dc.identifier.issn0007-1013en_ZA
dc.identifier.ris TY - Journal Article AU - Ng'ambi, Dick AU - Brown, Cheryl AU - Bozalek, Vivienne AU - Gachago, Daniela AU - Wood, Denise AB - In the last 20 years, the South African higher education has changed significantly, influenced by global trends national development goals and pressure from local educational imperatives, in the context of a digitally networked world. Shifts in technology enhanced pedagogical practices and in discourses around information and communication technologies (ICTs) have had varying degrees of influence in higher education. This paper takes a rearview of a 20-year journey of technology enhanced learning in South African higher education. An analysis of literature view is presented chronologically in four phases: phase 1 (1996–2000), phase 2 (2001–05), phase 3 (2006–10) and phase 4 (2011–16). In phase 1 technology was used predominantly for drill and practice, computer-aided instruction, with growing consciousness of the digital divide. In phase 2 institutions primarily focused on building ICT infrastructure, democratizing information, policy development and research; they sought to compare the effectiveness of teaching with or without technology. During phase 3 institutions began to include ICTs in their strategic directions, digital divide debates focused on epistemological access, and they also began to conduct research with a pedagogical agenda. In phase 4 mobile learning and social media came to the fore. The research agenda shifted from whether students would use technology to how to exploit what students already use to transform teaching and learning practices. The paper concludes that South Africa's higher education institutions have moved from being solely responsible for both their own relatively poor ICT infrastructure and education provision to cloud-based ICT infrastructure with “unlimited” educational resources that are freely, openly and easily available within and beyond the institution. Although mobile and social media are more evident now than ever before, teaching and learning practice in South African higher education remains largely unchanged. DA - 2016-07-18 DB - OpenUCT DP - University of Cape Town J1 - British Journal of Educational Technology LK - https://open.uct.ac.za PB - University of Cape Town PY - 2016 SM - 0007-1013 T1 - Technology enhanced teaching and learning in South African higher education – A rearview of a 20 year journey TI - Technology enhanced teaching and learning in South African higher education – A rearview of a 20 year journey UR - http://hdl.handle.net/11427/22624 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/22624
dc.identifier.vancouvercitationNg'ambi D, Brown C, Bozalek V, Gachago D, Wood D. Technology enhanced teaching and learning in South African higher education – A rearview of a 20 year journey. British Journal of Educational Technology. 2016; http://hdl.handle.net/11427/22624.en_ZA
dc.languageengen_ZA
dc.publisherBritish Journal of Educational Technologyen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceBritish Journal of Educational Technologyen_ZA
dc.source.urihttp://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-8535
dc.titleTechnology enhanced teaching and learning in South African higher education – A rearview of a 20 year journeyen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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