Skip navigation

Symbolic Narratives and the Role of Meaning: Encountering Technology in South African Primary Education

Symbolic Narratives and the Role of Meaning: Encountering Technology in South African Primary Education

Author: 
Izak van Zyl
Amalia Sabiescu
Publication Date
Thursday, December 15, 2016
Affiliation: 

Cape Peninsula University of Technology (Van Zyl); Loughborough University London (Sabiescu)

Information and communication technology (ICT) holds promise for educational institutions in disadvantaged communities. However, it is precisely in those environments where stakeholders have the most difficulty in assimilating technologies. Drawing on the results of a long-term, design-based research study with South African primary school teachers, this article examines how teachers' engagements with technology are framed, conditioned, and embedded in multi-levelled "technology encounters". Izak van Zyl and Amalia Sabiescu argue that such encounters give rise to meaningful representations of technology that influence, in direct ways, further engagements with technology in the classroom and ultimately shape both the teaching and learning process.

  <div class="field button"><a href="http://wiredspace.wits.ac.za/bitstream/handle/10539/21654/AJIC-Issue-18-2016-Van-Zyl-Sabiescu.pdf?sequence=3&amp;isAllowed=y" target="_blank">Click here for the 21-page article in PDF format.</a></div>
Contacts (user reference): 
Source: 

The African Journal of Information and Communication (AJIC), 18, 95-115. https://doi.org/10.23962/10539/21654; and email from Izak van Zyl to The Communication Initiative on April 12 2019. Image credit: Izak van Zyl

read more

The Media Development Network