‘Are we better teachers through technologies?’ A critical reflection on TEL and literacies acquisition in a developing African context

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Abstract

South African learner performance remains consistently poor across international comparative studies (Van Staden, 2013). The rising popularity of technology “enhanced” learning as a supportive mechanism to ‘transform’ and complement learning, are often as complex as much it is opulent. 

With sociotechnical challenges often experienced through technologies, students often feel displaced in the learning process. When immersing students into ‘applied learning technology’ solutions, the needs of the learner become even the more complex and conflicted.

This study reflects on how an institutional academic literacies project responded to such sociotechnical complexities and created opportunities through challenges learned - to support learning in both a face-to-face and blended teaching and learning environments.

Presentation