The patterns of technology-mediated interaction between teachers and learners in a time of crisis

Abstract

This thesis is about technology-mediated interaction between teachers and learners in a time of crisis. The study explores the dynamics of access to ICT and the technology practices of secondary school teachers within the backdrop of the COVID-19 pandemic. The study applies a phenomenological approach grounded in an interpretivist philosophy and supplemented by actor-network theory (ANT). The theoretical foundation is rooted in the ConTIS model, which incorporates the prominent TPACK and SAMR constructs. Additionally, Van Dijk’s cumulative model of access to ICT is used to explore the dimensions of access and their impact on teachers' ICT adoption. Before March 2022, most teachers relied on traditional face-to-face teaching as the prevailing mode of instruction. However, the suspension of in-person teaching prompted by the pandemic necessitated a swift shift to technology-mediated remote teaching practices. In South Africa, disparities in socio-economic and educational contexts significantly impacted educational delivery. The limited availability of digital technology meant that many South African schools could not effectively continue teaching during the pandemic, jeopardising the academic progress of a significant number of learners. The research findings shed light on the educational landscape post-pandemic, revealing a blended approach to teaching. Teachers, for the most part, reverted to traditional teaching methods while also integrating technology to a greater extent. The study emphasises the intricacy of integrating technology into educational settings and challenges the notion that access to technology follows a linear path toward usage. Instead, successful technology integration requires a more networked and relational perspective on access, highlighting the significance of contexts that necessitate, motivate, and empower teachers to use ICT in their teaching practices. This study contributes to the academic discourse by underscoring that the adoption of ICT in teaching is a multifaceted process that demands a comprehensive and context-specific approach. To this end, the researcher has introduced an original contribution to the existing body of knowledge - the ContextAware ICT Appropriation (CAIA) model. By bridging the gap between research findings and pertinent theoretical concepts, the study facilitates an ongoing scholarly conversation within the academic community, paving the way for further research, discussion, and ultimately, informed policy and practice.