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Gawie Schlebusch; Sithulisiwe Bhebhe; Luzaan Schlebusch – Open Education Studies, 2024
The integration of digital technology into the practices of teacher education is expected to become the norm in the Fourth Industrial Revolution era. This study sought to determine how lecturers integrate technology into teacher education in two Southern African universities (one in South Africa and one in the Kingdom of Eswatini). In this study,…
Descriptors: Technology Integration, Educational Practices, College Faculty, Teacher Attitudes
Geesje van den Berg – Open Praxis, 2024
Recent advancements in generative artificial intelligence (GAI) have sparked debates and research on its transformative potential in education. This study explored how a specific group of educators partner with GAI tools, particularly ChatGPT, to complement and enhance their teaching. Within an interpretative paradigm, the study used an…
Descriptors: Artificial Intelligence, Partnerships in Education, Open Educational Resources, Digital Literacy
Petersen, Fazlyn – Perspectives in Education, 2023
There is a need for synchronous and inclusive online peer tutoring in large, undergraduate classes. As a lack of data or internet connectivity may limit online peer tutoring, the use of a data-free instant messenger was implemented for online tutoring in a class of 342 students. The Moya application allows students to chat and send voice notes to…
Descriptors: Foreign Countries, Universities, Undergraduate Students, Peer Teaching
Clark, Frenchesca June; Triegaardt, Paul Karel – Perspectives in Education, 2022
The digital divide and the low socio-economic status of many South African school communities, including rural Limpopo, the site of this research study, created an immediate and urgent need to transform teaching and learning during the unprecedented COVID-19 global pandemic. Within this context, this study demonstrated the importance of technology…
Descriptors: Principals, Administrator Attitudes, Rural Schools, Social Differences