Innovations in online teaching and learning: Case studies of teacher educators from South Africa during the COVID-19 era

Volume editor
Judah P. Makonye
Volume editor
Nokulunga S. Ndlovu

Synopsis

This book’s research is on online pedagogical approaches devised by teacher educators and researchers to circumvent a face-to-face curriculum delivery during the COVID-19 pandemic. The challenge faced by educators was that they were uncertain of how to productively use digital technologies in teaching, learning and assessment. This book reports on case studies on teaching student teachers with technology in a way that advanced not only communication but also the cognitive growth of students in relation to disciplinary knowledge. The scholars from South African universities used both conceptual and empirical methodologies, mostly in qualitative set-ups.

The scholarly contributions in this book are varied. They cover theoretical nuances for ICT use in education, considerations for use of computers in the classroom, pedagogical thinking, and pedagogical integration of ICTs in education, affordances of iPads in visible teaching and learning, supporting student cognition in Languages, Mathematics, Science, Engineering Graphics and Design with ICTs. Use of software applications such as GeoGebra and Excel in teaching and learning mathematics are researched, among others.

The rich discussions that emerged from their research enables academics to learn from ‘others’ innovative moments that came as a result of pandemic pressure. The recommendations in this book can be used in blended learning beyond the COVID-19 era, as curriculum delivery methods are bound to change. The value of this book is that it reports on pedagogical innovations in using digital technologies in teacher education. Researchers have an opportunity to learn from this book how to deal with the tantalising teaching and learning problem of our time: How can the use of digital technology transform teaching and learning in general and teacher education in particular?

Chapters

  • Chapter 1
    Computers in the classroom: What informs what we teach the teachers?
    Ian Moll
  • Chapter 2
    Computers and care? How can ICT integration help to build supportive Personal Learning Communities in ITE?
    Najma Aghardien
  • Chapter 3
    The praxis of CDP practices in ITE
    Nazira Hoosen
  • Chapter 4
    The Missing links in South Africa’s Quest for Pedagogical Integration of ICTs in Schools: Implications for E-Education and ITE
    Danbaba M. Na-Allah, Thabisile Nkambule
  • Chapter 5
    Teacher educators’ pedagogical thinking in an ERTL programme: the case of two higher education institutions
    Colwyn Martin, Preya Pillay, Melanie Martin, Sibhekinkosi A. Nkomo
  • Chapter 6
    The affordances of iPads for pupils, teachers and teacher educators in the documentation of visible learning and teaching
    Nelisiwe Phakathi, Ian Moll
  • Chapter 7
    A constructionist approach of ICTs in learning and assessment: Student’s perspective
    Mari van Wyk, Kimera Moodley
  • Chapter 8
    The Effect of Teacher Professional Development in the adoption of ICT in Teacher practices in Gauteng Province
    Handson F. Mlotshwa, Nokulunga S. Ndlovu, Brian Nyandoro
  • Chapter 9
    Mathematics teacher educators’ use of virtual tools in lecture delivery
    Judah P. Makonye
  • Chapter 10
    Improving students’ understanding of geometry concepts through dynamic geometry computer software
    Folake M. Adelabu, Moses Makgato, Sylvia M. Ramaligela
  • Chapter 11
    Microsoft Excel: A Tool promising for Teaching Basic Descriptive Statistics in Initial Teacher Training Institutions
    Alton Dewa
  • Chapter 12
    The effectiveness of selective visible thinking tools in developing online critical thinking in first year Chemistry pre-service teachers
    Belinda van der Westhuizen
  • Chapter 13
    Effective online pedagogical practices in an ICT Literacy course for First year pre-service teachers with no computer skills
    Nokulunga S. Ndlovu
  • Chapter 14
    Pre-service teachers’ challenges in the integration of Information and Communications Technology in Engineering Graphics and Design: A spotlight on sectional drawing
    Samuel D. Khoza
  • Chapter 15
    Supporting Student Cognition of Scientific Knowledge through Multilingual E-Learning Pedagogy
    Erasmos Charamba, Tarsisio Nyatsanza
  • Chapter 16
    Evidence of using digital stories as a pedagogy for isiXhosa Second Additional Language Learning
    Nonhlanhla Shandu-Omukunyi
  • Chapter 17
    The many voices of the “digital turn”: four lines of inquiry into education and the digital in post-pandemic South Africa
    Maria Prozesky

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