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Examining digital technology for (higher) education through action research and critical discourse analysis

dc.contributor.authorWaghid, Z.en_ZA
dc.contributor.authorWaghid, F.en_ZA
dc.date.accessioned2016-07-12T07:18:53Z
dc.date.available2016-07-12T07:18:53Z
dc.date.issued2016
dc.identifier.citationWaghid, Z. & Waghid, F. 2016. Examining digital technology for (higher) education through action research and critical discourse analysis. South African Journal of Higher Education, 30(1): 1-19, doi: 10.20853/30-1-562en_ZA
dc.identifier.issn1753-5913 (online)
dc.identifier.issn1011-3487 (print)
dc.identifier.otherdoi: 10.20853/30-1-562
dc.identifier.urihttp://hdl.handle.net/10019.1/99142
dc.descriptionCITATION: Waghid, Z. & Waghid, F. 2016. Examining digital technology for (higher) education through action research and critical discourse analysis. South African Journal of Higher Education, 30(1): 1-19, doi: 10.20853/30-1-562.en_ZA
dc.descriptionThe original publication is available at http://www.journals.ac.zaen_ZA
dc.description.abstractThe public understanding of scientific, economic, political and ethical issues is becoming increasingly important as students are confronted with socio-economic issues impacting their everyday lives. Grappling with these issues requires critical, deliberative and autonomous students. According to Wankle (2011, 7), the use of digital technology in education may serve as a catalyst for cultivating excitement, interaction and sharing in students. In this article, the authors, using two distinct research methodologies, argue that using Facebook as a digital technological methodology in (higher) education could provide a means of mediating and communicating in today’s modern society, so that (higher) educationists can engage with students both deliberatively and critically so as to enhance students’ understanding of current economic, political and cultural issues autonomously. The authors posit that the application of digital technology can be implemented successfully if students and (higher) educationists possess the capabilities to do so.en_ZA
dc.description.urihttp://www.journals.ac.za/index.php/sajhe/article/view/562
dc.format.extent19 pagesen_ZA
dc.language.isoen_ZAen_ZA
dc.publisherHESAen_ZA
dc.subjectEducational technology -- South Africaen_ZA
dc.subjectIndependent studyen_ZA
dc.subjectCritical thinking -- Study and teaching (Higher)en_ZA
dc.subjectSouth Africa -- Study and teachingen_ZA
dc.subjectHigher education -- South Africaen_ZA
dc.titleExamining digital technology for (higher) education through action research and critical discourse analysisen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderAuthors retain copyrighten_ZA


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