Wednesday 8 March 2023, 12:30pm to 2:00pm
Open toAll Lancaster University (non-partner) students, Alumni, Applicants, External Organisations, Families and young people, Postgraduates, Prospective International Students, Prospective Postgraduate Students, Prospective Undergraduate Students, Public, Staff, Undergraduates
RegistrationFree to attend - registration required
To register to watch the seminar via Zoom, please email Dee Daglish for the link and password, which will be sent to you a day or two before the seminar.
There will be a chance to ask questions at the end of the seminar presentation via Zoom
Here is a link where participants can test their device prior to a Zoom meeting.
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.
University of Cape Town, South Africa
Joanne Hardman is an associate professor in the School of Education, UCT. A psychologist by training, her research focuses on child development and teaching/learning with technology. She holds the Distinguished Teachers’ award from UCT and is an NRF rated scientist.