Impact of ICT-Driven Teacher Professional Development for the Enhancement of Classroom Practices in South Africa: A Systematic Review of Literature (73477)

Session Information: Design, Implementation & Assessment of Innovative Technologies in Education
Session Chair: Jia Yang Ma

Friday, 24 November 2023 12:10
Session: Session 2
Room: Room 605
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

Education is critical to the development of any country. The quality of education depends on the quality of teachers in the education system. Studies affirm that the initial teacher education that teachers enter into the teaching profession with, is not enough to sustain the education system. Hence, there is a need for continuing life-long learning for teachers to keep abreast of their profession. Seemingly, teachers play a significant role in the integration of ICT into teaching and learning. Therefore, adequate and regular professional development of teachers is paramount to the use of learning technologies in classrooms. This study employed a systematic review of the literature to explore the exposure of teachers to ICT through professional development activities, for teaching and learning success. The author adopted the TPACK framework as an underpinning lens to understand the phenomenon. The study affirms that the professional development of teachers should be situated within ICT pedagogical and content-related contents, to capacitate teachers' ICT knowledge and skills. Hence, teachers' ICT knowledge enhances classroom instructional delivery, using various learning technologies in teaching and learning. The study recommends adequate and regular capacitation of teachers with ICT training, while teachers should be supported with ICT gadgets and resources. Follow-up should be designed to ensure teachers' adoption and use of ICT for teaching and learning in South African schools, to familiarise their learners with various learning technologies, and to enhance their academic performances.

Authors:
Samantha Govender, University of Zululand, South Africa
Oluwatoyin Ayodele Ajani, University of Zululand, South Africa


About the Presenter(s)
Professor Samantha Govender is a University Associate Professor/Senior Lecturer at University of Zululand in South Africa

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