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| 003 | ZW-GwMSU | ||
| 005 | 20210507155754.0 | ||
| 008 | 210507b |||||||| |||| 00| 0 eng d | ||
| 040 |
_aMSU _cMSU _erda |
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| 100 | 1 |
_aDaya, Avika _eauthor |
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| 245 | 1 | 0 |
_aExploring the influence of educators' Access to and attidues towards educational technology on the use of educational technology in Johannesburg Schools / _cAvika Daya and Sumaya Laher |
| 264 |
_aPretoria: _bUnisa Press and Routledge _c2020- |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 440 |
_aAfrica Education Review _vVolume 17, number 1, |
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| 520 | _aThe South African White Paper on E-education. Transforming Learning and Teaching through Information and Communication Technologies emphasises the need to integrate educational technology (Et) in classrooms. Yet, the situation in practice indicates that effective integration has not occurred. This article reports on a study that used a quantitative, cross-sectional design to explore the role of educators’ access and attitudes towards ET in understanding the use and integration of Et in classrooms. Hence, a convenience sample of 119 educators from schools in Johannesburg, South Africa, completed a questionnaire consisting of a demographics section, the Attitudes towards computer Scale (AtcS), and the Information and communication technology Survey (IctS). The results were analysed using descriptive statistics and multiple regressions. From the results it was evident that educators had differential access to Et at school and at home. Generally, the educators reported positive attitudes to Et particularly as it pertained to the usefulness of Et in the classroom. Furthermore, the results indicated that educators’ access and attitudes significantly predicted their use and integration of Et in classrooms. Differential patterns of use and integration were found across teaching and learning, lesson planning, communication with parents and learners and personal communication. The findings suggest that interventions to improve the uptake of ET should consider access and attitudes as core constructs which influence Et use and integration | ||
| 650 | 0 |
_aAttitudes _xAccess |
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| 650 | 0 |
_aCommunication _xEdicational technology |
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| 650 | 0 |
_aIntergration _xLesson planning |
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| 700 | 1 |
_aLaher, Sumaya _eauthor |
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| 856 | _uhttps://doi.org/10.1080/18146627.2018.1490154 | ||
| 942 |
_2lcc _cJA |
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_c157068 _d157068 |
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