Perceptions of Parents and Teachers on the use of 4IR Technologies in Rural Schools of Rustenburg Local Municipality
Keywords:
Fourth industrial revolution, education, rurality, social change, digital transformationAbstract
Purpose: The primary aim of this study is to explore the perceptions of parents and teachers on the use of the fourth industrial revolution (4IR) technologies in rural schools. Methodology: The study employed semi-structured face-to-face interviews to collect information from the participants. A total of 12 participants were purposively recruited for this study. The findings of the study are as follows: technologies such as WhatsApp, Facebook, tablets and cell phones were frequently used. The choice of the types of technologies used were heavily influenced by skills and knowledge obtained prior to the roll out of digital transformation, while economic and services delivery related factors also contributed. Furthermore, the study discovered that the use of these technologies is a challenge for both parents and teachers. Parents are confronted with the inability to be involved in their children’ schoolwork owing to factors such as low literacy, poverty and unemployment. Teachers also have challenges in facilitating classes using these technologies due to the misuse of devices by learners, their inability to use these technologies, or poor connectivity and electrical power issues relating to load shedding. Implications: The findings suggest that the use of technology in schools could help improve education provided that necessitated conditions such as ICT training and equitable distribution of such resources are met. Originality: At the height of COVID 19 and the increased use of ICTs, the paper sought to examine the views of parents and teachers in South Africa.
Downloads
References
Adarkwah, M.A. (2021). An outbreak of online learning in the COVID-19 outbreak in Sub-Saharan Africa: Prospects and challenges. Global Journal of Computer Science and Technology, 1 (H2), no page citations. Retrieved: https://computerresearch.org/index.php/computer/article/view/2025
Ahmed, D., Buheji, M. & Fardan, S.M. (2020). Re-emphasizing the future family role in the "care economy" as a result of Covid-19 pandemic spillovers. American Journal of Economics, 10 (6)
Alwin, D.F. & McCammon, R.J. (2003). Generations, cohorts and social change. In Handbook of the life course (pp. 23-49). Springer, Boston, MA.
Black, Paul & Wiliam, Dylan. (2009). Developing the theory of formative assessment. Educational Assessment Evaluation and Accountability. 21. 5-31. 10.1007/s11092-008-9068-5.
Blunden, H. (2016). Discourses around Negative Gearing of Investment Properties in Australia. Housing Studies, 31, 340-357. https://doi.org/10.1080/02673037.2015.1080820
Borup, J., & Stevens, M. (2016). Parents’ perceptions of teacher support at a cyber charter high school. Journal of Online Learning Research, 2(3), 227–246. http://www.learntechlib.org/p/173212/
Bourdieu, P. (1984) Distinction: A Social Critique of the Judgment of Taste. Routledge & Kegan Paul, London.
Brown, N., Te Riele, K., Shelley, B. & Woodroffe, J. (2020). Learning at home during COVID-19: Effects on vulnerable young Australians. Peter Underwood Centre for Educational Attainment.
Burns, N. and Grove, S.K. (2001). The Practice of Nursing Research: Conduct, Critique and Utilization. 4th Edition, WB Saunders, Philadelphia.
Cavanaugh, Cathy & Barbour, Michael & Clark, Tom. (2009). Research and Practice in K-12 Online Learning: A Review of Open Access Literature. International Review of Research in Open and Distance Learning. 10. 10.19173/irrodl.v10i1.607.
Chirinda, B., Ndlovu, M. and Spangenberg, E. (2021). Teaching mathematics during the COVID-19 lockdown in a context of historical disadvantage. Education Sciences, 11(4)
Cluver, L., Lachman, J.M., Sherr, L., Wessels, I., Krug, E., Rakotomalala, S., Blight, S., Hillis, S., Bachman, G., Green, O. & Butchart, A. (2020). Parenting in a time of COVID-19. Lancet, 395
Daniels, D. (2020). Reimagining parents' educational involvement during the COVID-19 lockdown. Southern African Review of Education with Education with Production, 26(1)
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49, 5-22.https://journals.sagepub.com/doi/pdf/10.1177/0047239520934018
https://doi.org/10.1177/0047239520934018
du Plessis, P. (2020). Implications of COVID-19 on the management of school financial resources in quintile 5 public schools. South African Journal of Education, 40 (4).
Dube, B. (2020). Rural Online Learning in the Context of Covid 19 in South Africa: Evoking an Inclusive Education Approach. Multidisciplinary Journal of Educational Research, 10, 135-157.
https://doi.org/10.17583/remie.2020.5607
Garbe, Amber & ogurlu, Uzeyir & Logan, Nikki & Cook, Perry. (2020). Parents’ Experiences with Remote Education during COVID-19 School Closures. American Journal of Qualitative Research. 4. 10.29333/ajqr/8471.
Giddens, A. (1984). The Constitution of Society. Outline of the Theory of Structuration. University of California Press, Berkeley.
Gonzalez, R.M. (1997). The parent-school relationship: Its construction. University of California, Riverside, USA.
Grobler, A. (2022). Teachers’ experiences of parents' involvement in Foundation Phase learning during COVID-19. Perspectives in Education, 40(2)
Hattie, J. (2020), Visible Learning Effect Sizes When Schools Are Closed: What Matters and What Does Not, https://opsoa.org/application/files/2215/8689/0389/Infuences-during-Corona-JH-article.pdf (accessed on 18 June 2020).
Heng, K. & Sol, K. (2021). Online learning during COVID-19: Key challenges and suggestions to enhance effectiveness. Cambodian Journal of Educational Research, 1 (1).
Hennessy, S., Haßler, B. & Hofmann, R. (2015). Challenges and opportunities for teacher professional development in interactive use of technology in African schools. Technology, pedagogy and education, 24 (5)
Hohlfeld, Tina & Ritzhaupt, Albert & Barron, Ann. (2010). Connecting schools, community, and family with ICT: Four-year trends related to school level and SES of public schools in Florida. Computers & Education. 55. 391-405. 10.1016/j.compedu.2010.02.004.
Hunt, X., Breet, E., Stein, D. & Tomlinson, M. (2021). The COVID-19 pandemic, hunger, and depressed mood among South Africans. National Income Dynamics (NIDS)-Coronavirus Rapid Mobile Survey (CRAM) Wave, 5.
Iyamu, T. & Roode, D. (2012). The use of structuration theory and actor network theory for analysis: Case study of a financial institution in South Africa. In Social influences on information and communication technology innovations (pp. 1-19). IGI Global.
Jena, P. K. (2020). Impact of Pandemic COVID-19 on Education in India. International Journal of Current Research, 12, 12582-12586. https://doi.org/10.24941/ijcr.39209.07.2020
http://journalcra.com/article/impact-pandemic-covid-19-education-india
Kayembe, Christian & Nel, Danielle. (2019). Challenges and Opportunities for Education in the Fourth Industrial Revolution. 11. 79-94.
Kochan, I. (2021). Distance learning in Polish secondary schools: Students’ opinions during the COVID-19 pandemic. Journal of Contemporary Educational Studies/Sodobna Pedagogika, 72(138)
Kruszewska, A., Nazaruk, S. & Szewczyk, K. (2022). Polish teachers of early education in the face of distance learning during the COVID-19 pandemic–the difficulties experienced and suggestions for the future. Education 3-13, 50(3)
Kundu, A. (2018). Blended learning in Indian elementary education: Problems and prospects. Journal of Online Learning Research, 4(2)
Lawrence, K.C. & Fakuade, O.V. (2021). Parental Involvement, Learning Participation and Online Learning Commitment of Adolescent Learners during the COVID-19 Lockdown. Research in Learning Technology, 29, no page citation. Retrieved from: https://journal.alt.ac.uk/index.php/rlt/article/view/2544
Mahaye, N.E. (2020). The impact of COVID-19 pandemic on education: navigating forward the pedagogy of blended learning. Research online. Online: Retrieved from: https://www.researchgate.net/publication/340899662_The_Impact_of_COVID-19_Pandemic_on_South_African_Education_Navigating_Forward_the_Pedagogy_of_Blended_Learning
Maher, D. (2014). Online learning in primary schools. Online Learning: Common Misconceptions, Benefits, and Challenges. Online: retrieved from: https://www.researchgate.net/publication/340899662_The_Impact_of_COVID-19_Pandemic_on_South_African_Education_Navigating_Forward_the_Pedagogy_of_Blended_Learning
Mhlanga, D. & Moloi, T., (2020). The Stakeholder Theory in the Fourth Industrial Revolution, International Journal of Economics and Finance Studies, 12 (2): 352-368. Doi: 10.34109/ijefs.202012207
Mathevula, M.D. & Uwizeyimana, D.E. (2014). The challenges facing the integration of ICT in teaching and learning activities in South African rural secondary schools. Mediterranean Journal of Social Sciences, 5(20)
Mbiydzenyuy, N.E. (2020). Teaching and learning in resource-limited settings in the face of the COVID-19 pandemic. Journal of Educational Technology and Online Learning, 3(3)
Mkhize, T.R. & Davids, M.N. (2021). Towards a digital resource mobilization approach for digital inclusion during COVID-19 and beyond: A case of a township school in South Africa. Educational Research for Social Change, 10 (2)
Moloi, Tankiso & Mhlanga, David. (2021). Key Features of the Fourth Industrial Revolution in South Africa's Basic Education System. 24. 1-20.
Mukuna, K.R. & Aloka, P.J. (2020). Exploring educators' challenges of online learning in COVID-19 at a rural school, South Africa. International Journal of Learning, Teaching and Educational Research, 19 (10)
Myck M., Najsztub M., Oczkowska M. (2020). Implications of social and material deprivation for changes in health of older people. Journal of Aging and Health. 32 (5–6): 371 –383. doi: 10.1177/0898264319826417.
Ozili, P. (2020). COVID-19 in Africa: socio-economic impact, policy response and opportunities. International Journal of Sociology and Social Policy. Online: retrieved: https://mpra.ub.uni-muenchen.de/103316/1/MPRA_paper_103316.pdf
Paredes, J.A., Chaseling, M. & Boyd, B.E. (2020). Online learning in a time of COVID disruption? The experiences of principals from New South Wales rural and disadvantaged primary schools. Education in the North, 27(2)
Pastori, G., Pagani, V., Mangiatordi, A. & Pepe, A. (2021). Parents’ view on distance learning during lockdown. A national survey. Rivista Italiana di Educazione Familiare, 18 (1)
Porta, D.D. & Kriesi, H. (1999). Social movements in a globalizing world: An introduction. In Social movements in a globalizing world. Palgrave Macmillan, London.
Ribeiro, L.M., Cunha, R.S., Silva, M.C.A.E., Carvalho, M. & Vital, M.L. (2021). Parental involvement during pandemic times: Challenges and opportunities. Education Sciences, 11 (6)
Selwyn, N. & Banaji, Shakuntala & Hadjithoma, Christina & Clark, W.. (2011). Providing a platform for parents? Exploring the nature of parental engagement with school Learning Platforms. J. Comp. Assisted Learning. 27. 314-323. 10.1111/j.1365-2729.2011.00428.x.
Taylor, N. (2020). School lessons from the COVID-19 lockdown. Southern African Review of Education with Education with Production, 26(1)
Tomczyk, Ł. & Walker, C. (2021). The emergency (crisis) e-learning as a challenge for teachers in Poland. Education and Information Technologies, 26(6)
Tyagi, H. & Malik, S. (2020). Online teaching in Delhi-NCR schools in India during the Covid-19 pandemic. Indian Journal of Science and Technology, 13(38)
Vollmer, H. (2013). The sociology of disruption, disaster and social change: Punctuated cooperation. Cambridge University Press.
Yende, S. and Parikh, C.R. (2021) Long COVID and Kidney Disease. Nature Reviews Nephrology, 17, 792-793. https://doi.org/10.1038/s41581-021-00487-3.
