Browsing by Author "Saunders, Tamryn"
Now showing 1 - 1 of 1
Results Per Page
Sort Options
- ItemDigital technology in the classroom: reflective practice informing primary school teachers' pedagogies(Stellenbosch : Stellenbosch University, 2023-12) Saunders, Tamryn; Conradie, Karlien; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: The arrival of the Fourth Industrial Revolution has ignited a transformative era, characterised by the rapid integration of advanced technologies into various spheres of human existence. In the realm of education, this technological revolution has paved the way for innovative approaches to teaching and learning, prompting an increased utilisation of digital technology within the classroom environment. As traditional educational paradigms evolve to embrace the digital age, educators find themselves navigating a dynamic landscape where pedagogical practices are filled with the potentialities of technology. Grounded in the interpretive paradigm, this qualitative research used a single exploratory case study to delve into the reflective practices and pedagogical strategies used by primary school educators as they navigated the ever-evolving landscape of education in the digital era. Furthermore, in the hopes of exploring their reflective practices, the study aims to glean insights into the dynamic interplay between technology, pedagogy, and the frameworks that shape educators' instructional decisions. These frameworks include constructivist teaching and learning theories, and various models of incorporating digital technology into the classroom. The researcher made use of purposive sampling to recruit six primary school teachers from two independent schools in the Western Cape. These teachers made use of and had access to digital technology in their classrooms. Data was generated through semi-structured interviews and teachers' reflective journals. Thematic analysis was used to reveal the themes and narratives from these sources. Through this process, the educators demonstrated adeptness in leveraging digital tools, aligned with their pedagogical ideals. Challenges, including distractions to learning and the negative impacts of using digital media, underscored the need for careful integration. Amidst these, gamification and project-based learning stood out, fostering engagement and critical thinking. This delicate interplay between technology and pedagogy emphasised the need for reflective practices when incorporating digital technology into education. Navigating the technology-pedagogy interface demands nuanced understanding and purposeful application. This research contributes to the discourse on digital technology's role in education, advocating a harmonious synthesis of innovation and pedagogical intent.