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New Pedagogical Approaches with Technologies

Author

Listed:
  • Sue Conger

    (University of Dallas, Irving, USA)

  • Kirstin E.M. Krauss

    (School of Computing, University of South Africa (UNISA), Johannesburg, South Africa)

  • Clement Simuja

    (Rhodes University, Grahamstown, South Africa)

Abstract

This case study analyzes the availability and uses of teaching techniques and computing technologies in Grades 10, 11, and 12 Computer Applications Technology classes in a remote town in South Africa. The technologies and techniques trialed show promise of usefulness in being more engaging to student interest than the prior method. Human factors issues focus on ease of use and intuitiveness of technologies for both teachers and students. With 50-minute classes, if the technology becomes a hurdle rather than a vehicle for teaching a class concept, it defeats its own purpose. Thus, to be successful, technologies need to be selected carefully, matched to pedagogical goals, calibrated for student skills, installed, tested, and ready for use. Students need support, encouragement, and, occasionally, prodding to use new technology. Thus, ICTs in the classroom require a technologically and pedagogically knowledgeable teacher.

Suggested Citation

  • Sue Conger & Kirstin E.M. Krauss & Clement Simuja, 2017. "New Pedagogical Approaches with Technologies," International Journal of Technology and Human Interaction (IJTHI), IGI Global, vol. 13(4), pages 62-76, October.
    • Handle: RePEc:igg:jthi00:v:13:y:2017:i:4:p:62-76
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    Cited by:

    1. Mortensen, Anders Winther & Mathiesen, Brian Vad & Hansen, Anders Bavnhøj & Pedersen, Sigurd Lauge & Grandal, Rune Duban & Wenzel, Henrik, 2020. "The role of electrification and hydrogen in breaking the biomass bottleneck of the renewable energy system – A study on the Danish energy system," Applied Energy, Elsevier, vol. 275(C).

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