EMPOWERING TEACHERS FOR ELEARNING IN SOUTH AFRICAN SCHOOLS: READINESS FOR THE FOURTH INDUSTRIAL REVOLUTION?
University of Fort Hare (SOUTH AFRICA)
About this paper:
Conference name: 12th annual International Conference of Education, Research and Innovation
Dates: 11-13 November, 2019
Location: Seville, Spain
Abstract:Located within positivist paradigm, this quantitative study used a questionnaire as a method of data collection. The aim of the study was to conduct a baseline study on the readiness of teachers on the use of eLearning in the Eastern Cape Department of Education. Data was analysed using descriptive statistics. Respondents in the study was a total of 10 school principals selected from 10 secondary schools in the province of the Eastern Cape, South Africa. In addition, the Head of the Eastern Cape Department of the Education was also selected.
The research results revealed that secondary school teachers have access to digital devices in their schools for teaching and learning. Also, the school principals and district officials support the use of digital tools and resources. On the contrary, the findings revealed that teachers themselves are not supporting each other in terms of the use of digital devices and that school policies are not currently perfectly aligned to the district policy in regards to eLearning. The study recommends that for readiness for the Fourth Industrial Revolution and in an era characterized by a fusion of technologies that blurs the line between the physical digital and biological; secondary schools in South Africa should support the use of digital tools and resources for digital transformation in the teaching and learning processes.
Keywords: e-learning, digital devices, digital learning, digital tools and resources.