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Sustaining the Integration of Technology Pedagogies in Higher Education after the COVID-19 Pandemic
By Sithulisiwe Bhebhe
This study sought to determine the support provided to lecturers from selected universities in Southern Africa in sustaining the integration of technology pedagogies to train in-service teachers after the COVID-19 pandemic era. The study used a multiple case study design and a qualitative research approach as part of an interpretive research paradigm. The study was carried out at two Southern African universities that were conveniently chosen by the researchers as their places of work. A purposive sample of lecturers in the faculties of education that train in-service teachers was selected. Data were gathered through the analysis of documents considered relevant to the study from the studied universities. A focus group discussion was held with 12 lecturers, an open-ended questionnaire was completed by 9 lecturers and open-ended interviews with 6 HODs in the faculties of education were conducted. Data obtained from the participants and the documents examined were analysed using thematic analysis. The study's findings reveal that lecturers from both universities initially had limited knowledge as they were still transforming from face-to-face teaching pedagogies and needed to be knowledgeable about integrating technological pedagogies in training in-service teachers. Findings also show that the universities provided some internet connectivity for lecturers to use especially when they were on campus, but internet access was limited when they moved off campus premises. Institution A failed to give lecturers data for off campus usage, while institution B gave lecturers data for off campus usage, but load-shedding (regulated power outages) took a toll in the country where institution B is situated. The study concludes that lecturers received support from the universities where they work to enable appropriate technology pedagogy integration in the preparation of in-service teachers. © Authors.
Strategic approaches for developing a culture of safety management in schools: Indications from literature studies
By Sithulisiwe Bhebhe
Natural disasters can take away children's lives and their right to quality education. This article identifies and discusses strategies that schools can employ to prepare for and minimise the effects of natural disasters. Using theoretical propositions and literature on disaster management, the article discusses strategies for the prevention of and preparedness to respond to and recovery from natural disasters within a school setting. Evidence from research indicates that there are basic principles and practices of disaster management that school management and learners may not be aware of. Based on the identified theoretical principles and practices for disaster management, the article concludes that both state and non-state parties have disaster management responsibilities and therefore should formulate and disseminate the basic principles and practices of disaster prevention, preparedness and post-disaster therapy to schools because of the vulnerability of children to disaster. In addition, it also recommends that disaster management should be included in the school curricula through subjects like geography, science, social studies or civic education and life orientation or skills training. © 2019. The Authors.
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