Abstract
Globally and indeed within South Africa, COVID-19 has accelerated the need to integrate digital technology into the teaching and learning processes within school education. Noting further that the most recent PIRLS study report indicates that approximately 81% of grade 4 learners cannot read with comprehension in South Africa. Furthermore, the state of schooling within South Africa compromises the provision of quality education. Yet, school leaders are encouraged to include and integrate digital technology into the teaching and learning processes in their respective schools. In this paper we present a summary of the challenges that school leaders present as barriers and opportunities to digital inclusivity into their schools in context of resource deprivation. We then argue that digital inclusivity in teaching and learning within resource-deprive schools are possible, using the capacities and capabilities of teachers who teach in such school contexts. We draw our data from both a review of literature on digital inclusivity within school education and from interviews (within a phenomenological study design) with a sample of school leaders who have experienced the use of digital technologies in their resource-deprived school contexts. Using Deluze’s concept of assemblage and Barad’s notion of new materialism and co-constitutive intra-action, we show the possibility of digital inclusivity in teaching and learning in schools that are resources deprived.
Presenters
Labby RamrathanProfessor, Teacher Development Studies, University of KwaZulu-Natal, Kwazulu-Natal, South Africa Inbanathan Naicker
Associate Professor, Education Leadership, University of KwaZulu-Natal, Kwazulu-Natal, South Africa Daisy Pillay
Academic, Teacher Development Studies, University Of KwaZulu-Natal, Kwazulu-Natal, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Educational Organization and Leadership
KEYWORDS
Digital Literacy, Resource Deprived School Context, Assemblage, Intra-Action
