Barriers to the Implementation of Electronic Textbooks in Rural and Township Schools in South Africa

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2020-11-01 DOI:10.1080/18146627.2022.2064310
Michack Mandla Masango, L. van Ryneveld, M. Graham
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引用次数: 1

Abstract

Abstract The use of information and communications technology (ICT) is gradually increasing in South African schools. In the Gauteng province, the Department of Education has prioritised the provisioning of electronic textbooks (ebooks) to public schools since 2014. However, to this day, there seem to be multiple barriers that hamper the adoption and use of digital technologies, and specifically ebooks. This study was premised on the technology acceptance model, and a mixed-method approach was used with an online questionnaire and a semi-structured interview protocol as the data collection instruments. For the qualitative data, thematic analysis was used to identify themes and patterns. For the quantitative data, descriptive statistics, such as frequencies and percentages, and inferential statistics, such as the two-proportions z-test and the chi-square test of independence, were utilised. Results indicated that although portable electronic devices that facilitate the reading of ebooks are readily available at public schools in Gauteng, the availability and use of ebooks are still very limited. The results also show that the participants found digital resources easy to use and easy to navigate and indicated that teachers would like to have more training to fully develop the necessary skills required to implement the ebooks effectively. Teachers do not seem to have adequate time to prepare teaching materials and learning activities using these ebooks. In this article, the barriers to the successful implementation of ebooks are explored, and the article culminates in putting forward some guidelines to create an enabling environment to support the successful adoption of ebooks in schools.
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南非农村和乡镇学校实施电子教材的障碍
摘要信息和通信技术(ICT)在南非学校的使用正在逐渐增加。在豪登省,自2014年以来,教育部优先向公立学校提供电子教科书(电子书)。然而,时至今日,似乎有多种障碍阻碍了数字技术的采用和使用,尤其是电子书。本研究以技术接受模型为前提,采用混合方法,以在线问卷和半结构化访谈协议作为数据收集工具。对于定性数据,使用了专题分析来确定主题和模式。对于定量数据,使用了描述性统计,如频率和百分比,以及推断统计,如两个比例的z检验和独立性的卡方检验。结果表明,尽管豪登省的公立学校很容易获得便于阅读电子书的便携式电子设备,但电子书的可用性和使用仍然非常有限。研究结果还表明,参与者发现数字资源易于使用和导航,并表示教师希望接受更多培训,以充分发展有效实施电子书所需的必要技能。老师们似乎没有足够的时间用这些电子书来准备教材和学习活动。在这篇文章中,探讨了成功实施电子书的障碍,文章最后提出了一些指导方针,以创造一个有利的环境来支持电子书在学校的成功采用。
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来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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