On the democratisation of science education through Facebook : implications for autonomy, equality and teacher education in universities

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dc.contributor.authorWaghid, Faiqen_ZA
dc.date.accessioned2018-08-21T10:18:42Z
dc.date.available2018-08-21T10:18:42Z
dc.date.issued2015
dc.descriptionCITATION: Waghid, F. 2015. On the democratisation of science education through Facebook : implications for autonomy, equality and teacher education in universities. South African Journal of Higher Education, 29(2):298–314, doi:10.20853/29-2-482.
dc.descriptionThe original publication is available at http://www.journals.ac.za/index.php/sajhe
dc.description.abstractIn this article I offer a defence for using educational technology to democratise classroom practices in relation to science education and teacher education at universities. My contention is that educational technology, more specifically using Facebook, can engender pedagogical action among learners and educators that resonates with democratic practices. In other words, using educational technology in science and teacher education can enhance learner autonomy and equality, so that critical, self-reflexive thinking and disruptive thought and action, respectively, can be cultivated through technology-assisted education.en_ZA
dc.description.urihttp://www.journals.ac.za/index.php/sajhe/article/view/482
dc.description.versionPublisher's version
dc.format.extent17 pages
dc.identifier.citationWaghid, F. 2015. On the democratisation of science education through Facebook : implications for autonomy, equality and teacher education in universities. South African Journal of Higher Education, 29(2):298–314, doi:10.20853/29-2-482.
dc.identifier.issn1753-5913 (online)
dc.identifier.otherdoi:10.20853/29-2-482
dc.identifier.urihttp://hdl.handle.net/10019.1/104317
dc.language.isoen_ZAen_ZA
dc.publisherUNISA Press
dc.rights.holderAuthor retains copyright
dc.subjectTeachers -- Training ofen_ZA
dc.subjectScience -- Study and teachingen_ZA
dc.subjectEducational technologyen_ZA
dc.titleOn the democratisation of science education through Facebook : implications for autonomy, equality and teacher education in universitiesen_ZA
dc.typeArticleen_ZA
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