MAKING TEACHING THROUGH TECHNOLOGY POSSIBLE AMIDST THE CHALLENGES OF RURAL IMPOVERISHMENT: A CASE STUDY

M.N. Mbunyuza-deHeer Menlah

University of South Africa (UNISA) (SOUTH AFRICA)
The study is conducted among the students from the University of South Africa (UNISA), an Open Distance Learning Institution. The University serves the community in an endeavour to address the educational disparity and imbalance of the past in South Africa. UNISA places its students for teaching practice through width and breath of South Africa and a great number of students are placed in rural areas. Some of these areas have got a dire shortage of facilities. In the absence of basic teaching and learning facilities like the chalk board, computers and other technological gadgets, how do students on teaching practice develop their teaching skills. It is against this backdrop that I want to investigate possibility to make teaching through technology in the midst of these dire straits. A phenomenological qualitative approach is ideal for this study because there is need for multiple ways of interpreting the teaching practice students’ experiences. Purposive sampling targets richer sources of data. Participant observer continuum escorts the research to conclusive findings of the investigation. Interviews are chief data collection instruments