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Faculty of Arts and Design

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Start date: 2022Subject: search.filters.subject.Education

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Now showing 1 - 3 of 3
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    Combating fake news, disinformation, and misinformation : experimental evidence for media literacy education
    (Informa UK Limited, 2022-12-31) Dame Adjin-Tettey, Theodora
    This study investigated the effect of media and information literacy (MIL) on the ability to identify fake news, disinformation and misinformation, and sharing intentions. The experimental approach was selected to study both the control group and experimental group made up of a total of 187 respondents. Comparative analysis of the two groups revealed that although more respondents in the experimental group were able to identify the inauthenticity of information presented to them, some of the respondents in the control group were also able to do the same, even though they did not receive MIL training. Conversely, some respondents in the experimental group, even though they were trained in MIL, could not determine the inauthenticity of information, possibly because the one-off training given to them did not allow them to assimilate all the information in one sitting. Nonetheless, the results of the bivariate correlation computation showed that MIL trained respondents were more likely to determine authenticity or otherwise of information and less likely to share inaccurate stories. This means that when MIL increases, sharing of fake news decreases. This is yet another evidence that MIL enables information consumers to make informed judgments about quality information. It is recommended that MIL is incorporated into mainstream educational modules and consistently revised to reflect the demands of the times. MIL programs must also consider how to effectively reach those without formal education. Actors within the information, communications, and media ecology must contribute to their quota in making information consumers more discerning with the right MIL sensitisation.
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    Assessing teacher-lecturer competency in science, technology, engineering, arts, and mathematics (steam) in KwaZulu-Natal
    (Alpinus Publication, 2024) Buthelezi, Simphiwe; Cele, Thobani; Nxumalo, Londeka; Zondi, Bonginkosi
    The convergence of technology and digital communications has revolutionized most businesses, including education and training facilities. Advances in technology has completely transformed the world of work. Being well-educated is no longer sufficient. What matters is the possession of critical essential talents, skill sets, and capabilities. South Africa is characterised by high inequality, poverty and high unemployment. Thus, provision of quality education is one of strategies that could be employed to address such developmental challenges. Hence, the objective of this study was to assess teacher-lecturer competency in Science, Technology, Engineering, Arts, and Mathematics (STEAM) in KwaZulu-Natal. This study was conducted in different parts of KwaZulu-Natal province with participants from various schools and institutions of higher learning. The study was commissioned due to skills deficit that is perpetrated by, amongst other things, the poorly functioning basic education system, inadequate infrastructure, shortage of STEAM teacher supply, and skills mismatch. The study employed an exploratory research design, and the survey was used as the research strategy. Among other findings, the study found that while a significant portion of educators expressed a commitment to promoting reflective and critical thinking among learners and students, inadequate STEAM equipment and infrastructure continued to be the primary challenge in implementing STEAM. Furthermore, the study found that there is a majority support for the STEAM centres which suggests a positive inclination towards their establishment, underlining the perceived value they could bring to the educational landscape for both teachers and students. This study recommends a targeted professional development programs for educators at primary and secondary schools. In addition, this study advocates for interdisciplinary collaboration among educators in primary and secondary schools which must be pioneered by the department of education. It was further recommended that knowledge exchange and knowledge transfer be facilitated, and specialized training in the development and use of technology, software, and other teaching materials for educators in primary and secondary schools be provided
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    Social context and the use of technology in teaching African languages : a case study of public universities in KwaZulu-Natal
    (2024-03-27) Adedokun, Theophilus; Awung, Felix Nkwatta; Usadolo, Sam Erevbenagie; Awung, Felix Nkwatta; Usadolo, Sam Erevbenagie
    This study uses the concepts of Bourdieu’s sociological theory to investigate factors influencing technology use in teaching African languages. The study contends that language lecturers’ choices in teaching with technology were affected by the social phenomena of the field in which they operate. By adopting Bourdieu’s concepts of habitus, capital, and field, the study offers a multi pronged approach to understanding the complex nature of the relationship between practices of individuals and social structures. A thematic textual analysis was used to investigate the attitudes of lecturers who taught African languages in selected public universities in KwaZulu-Natal, South Africa. The analysis reveals a mutually reinforcing relationship between individuals who operate in the teaching field and their behavioural attitudes towards using technology in teaching African languages. The study contributes to understanding how individuals and groups navigate different social and cultural contexts and how they could use their resources to the advantage of their fields. In addition, the study showed how agents actively try to shape their current teaching practices and adopt new approaches while subtly resisting external pressures that conflict with the practical realities of their field and their audience (students). The results of the interviews indicate that individuals' behaviours were influenced by the forces of the field where they operated, external factors and their habitus. This study recommends that policymakers collaborate with stakeholders like communities, governments, institutions, and lecturers to ensure technology development for teaching African languages yields desirable results. It also suggests African countries create an enabling environment for African languages to thrive, and future research adopts an integrated approach examining various factors influencing technology use in language teaching.