Event Details

COVID-19 led to the immediate closure of schools around the world, with teachers and students turning to Information Communication Technologies to continue the school year.

In South Africa, lockdown threatened to widen already great inequality gaps between the have and have nots, as people tried to get devices to learn with and ensure connectivity. A survey of 1089 teachers across South Africa, in both fee and no fee-paying schools was carried out to ascertain the impact that COVID lockdown had on pedagogical practices in schools in the country. Using a survey with both open and closed questions, the current paper addresses how pedagogy changed under COVID. Two broad pedagogical types emerge from this research. Collaborative pedagogy is characterised by the use of novel technology to develop students’ understanding while reinforcement pedagogy relies on traditional chalk and talk methods to reinforce content that is already known.