Abstract
Despite global advancements in the availability of technology, English First Additional Language (EFAL) educators in rural public schools in South Africa (SA) appear not to maintain the expected momentum in accessing technology equipment, professional development, as well as onsite educational support. This presupposes that EFAL educators’ educational and technology integration readiness needs have to be supported with training opportunities as well as continuous support from relevant stakeholders to achieve positive outcomes in their anticipated technologically inclined English language teaching and learning This paper considers the technology readiness of Grade 11 EFAL educators in rural public schools in SA. Technology Readiness Index (TRI) and Technology Pedagogical Content Knowledge (TPACK) theories were adopted. A quantitative approach was followed and purposive sampling was used to collect data through an equipment checklist. A sample of 10 rural public schools Grade 11 EFAL educators were used to investigate technology equipment availability at the 10 schools in 5 provinces, in SA. Although SA rural schools sampled had electricity, the findings also indicate that collectively, rural public schools lack the Fourth Industrial Revolution (4IR) essentials. Implicitly, most of them did not have the necessary infrastructure for technology integration. Therefore, the technology readiness of EFAL educators is stalled by, among other things, the lack of essential technological equipment.
Presenters
Sylvia LedigaLecturer, English Studies, University of South Africa, Limpopo, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
EFAL EDUCATORS, RURAL PUBLIC SCHOOLS, TECHNOLOGY READINESS INDEX
