Information and Communications Technology in Engineering Graphics and Design Classrooms: A post COVID-19 era

Philani Brian Mlambo

doi:10.36312/esaintika.v7i2.1321

Authors

Philani Brian Mlambo Durban University of Technology https://orcid.org/0000-0001-6370-2075

DOI:

https://doi.org/10.36312/esaintika.v7i2.1321

Keywords:

COVID-19, EGD, ICT, WhatsApp, virtual learning

Abstract

The integration of information and communications technology in teaching and learning is growing at an exponential rate due to many factors we have observed lately, such as the outbreak of COVID-19. The unprecedented outbreak of COVID-19 took the world by surprise. Many sectors such as health and education were left shattered due to the outbreak of COVID-19. The outbreak compelled the educational sector to come up with alternative majors to keep the teaching and learning process alive as the physical classes were suspended as means to curb the spread of COVID-19. In an attempt to investigate different ways Engineering Graphics and Design teachers used to conduct lessons during the COVID-19 lockdown, this study employed a qualitative approach. Data was collected through semi-structured interviews and analysed using thematic analysis. The findings of this study indicate that COVID-19 did influence the way teachers are teaching post-COVID-19. The study findings further reveal that WhatsApp was the tool most teachers relied on to keep teaching and learning alive, however, some teachers were experiencing problems. The study recommends that teachers should continue using WhatsApp as a way of extending lessons during home hours.

Downloads

Download data is not yet available.

References

Addandani, K. (2011). The lack of the ability of Saudi teachers PhD thesis, University of King Saud, Saudi Arabia].

Alenazi, A. A. (2018). WhatsApp Messenger as a Learning Tool: An Investigation of Pre-Service Teachers' Learning without Instructor Presence. Journal of Education and Training Studies, 6(1), 1-8. https://doi.org/10.11114/jets.v6i1.2684

Alharbi, A. (2021). A review of the internal and external factors affecting teachers’ ICT use in Classroom. International Journal of Education and Research, 9(12), 105-116.

Asmara, R. (2020). Teaching english in a virtual classroom using whatsapp during COVID-19 pandemic. Language and Education Journal, 5(1), 16-27. https://doi.org/10.52237/lej.v5i1.152

Bere, A. (2012). A comparative study of student experiences of ubiquitous learning via mobile devices and learner management systems at a South African university. Proceedings of the 14th annual conference on world wide web applications.

Bernardes, M., & Oliveira, G. (2021). Teaching practices of computer-aided technical drawing in the time of COVID-19. 23rd International Conference on Engineering and Product Design Education, E and PDE 2021. https://doi.org/10.35199/EPDE.2021.9

Bloom, D. A., Reid, J. R., & Cassady, C. I. (2020). Education in the time of COVID-19. Pediatric Radiology, 50, 1055-1058. https://link.springer.com/content/pdf/10.1007/s00247-020-04728-8.pdf

Caulfield, J. (2019). How to Do Thematic Analysis | Step-by-Step Guide & Examples. Retrieved 14 September from https://www.scribbr.com/methodology/thematic-analysis/

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11

Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and Learning with ICT Tools: Issues and Challenges from Teachers' Perceptions. Malaysian Online journal of educational technology, 4(2), 38-57.

Gon, S., & Rawekar, A. (2017). Effectivity of e-learning through WhatsApp as a teaching learning tool. MVP Journal of Medical Sciences, 19-25. https://doi.org/10.18311/mvpjms/0/v0/i0/8454

Higgins, S. J. (2014). Does ICT improve learning and teaching in schools?

Khoza, S. D. (2021). The Burden on Online Teaching and Learning in South African Secondary Schools: An Attempt to Respond To A ‘New Normal’. Journal of Educational Studies, 20(2), 109-121.

Li, C., & Lalani, F. (2020). The COVID-19 pandemic has changed education forever. This is how. Retrieved 26 April from https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/

Malik, A. A., Memon, P. A., Ali, H., Mallah, M. A., Bux, K., & Haq, M. U. (2022). Impacts of Coping Strategies for Electricity Load Shedding among University Students. Pakistan Journal of Medical & Health Sciences, 16(05), 1165-1165. https://doi.org/10.53350/pjmhs221651165

Mashile, T. (2017). Technology integration and the digital divide: understanding factors that impact on educators' ability to integrate technology in South African classrooms University of Pretoria]. http://hdl.handle.net/2263/59868.

Mathevula, M. D., & Uwizeyimana, D. E. (2014). The challenges facing the integration of ICT in teaching and learning activities in South African rural secondary schools. Mediterranean Journal of Social Sciences, 5(20), 1087. https://doi.org/10.5901/mjss.2014.v5n20p1087

Matiwane, Z. (2019, 07 February 2019). Public schools to go digital within six years: Cyril Ramaphosa. times live. https://www.timeslive.co.za/politics/2019-02-07-public-schools-to-go-digital-within-six-years-cyril-ramaphosa/

Mndzebele, N. (2013). Teachers readiness in using ICT in the classroom: The case of a developing country. International Journal of Information and Education Technology, 3(4), 409. https://doi.org/10.7763/IJIET.2013.V3.309

Munje, P. N., & Jita, T. (2020). The impact of the lack of ICT resources on teaching and learning in selected South African primary schools. International Journal of Learning, Teaching and Educational Research, 19(7), 263-279. https://doi.org/10.26803/ijlter.19.7.15

Nordling, L. (2020). South Africa flattens its coronavirus curve—and considers how to ease restrictions. Science. https://doi.org/10.1126/science.abc2689

Prieto, G., & Velasco, A. D. (2010). Does spatial visualization ability improve after studying technical drawing? Quality & Quantity, 44(5), 1015-1024. https://doi.org/10.1007/s11135-009-9252-9

Raman, K., & Yamat, H. (2014). Barriers teachers face in integrating ICT during English lessons: A case study. Malaysian Online journal of educational technology, 2(3), 11-19.

Schlosser, L., & Simonson, M. (2006). Distance education: Definition and glossary of terms (2nd Editio.). Bloomington: Association for Educational Research and Technology.

Siddiquah, A., & Salim, Z. (2017). The ICT facilities, skills, usage, and the problems faced by the students of higher education. EURASIA Journal of Mathematics, Science and Technology Education, 13(8), 4987-4994. https://doi.org/10.12973/eurasia.2017.00977a

Taherdoost, H. (2016). Sampling methods in research methodology; how to choose a sampling technique for research. How to Choose a Sampling Technique for Research (April 10, 2016). https://doi.org/10.2139/ssrn.3205035

Trucano, M. (2005). Knowledge Maps: ICTs in Education-What Do We Know about the Effective Uses of Information and Communication Technologies in Education in Developing Countries? Online Submission.

UNESCO, I. (2011). Digital literacy in education. Policy Brief.

Van der Spoel, I., Noroozi, O., Schuurink, E., & van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European journal of teacher education, 43(4), 623-638. https://doi.org/10.1080/02619768.2020.1821185

Yuen, A. H. K., Law, N., & Wong, K. C. (2003). ICT implementation and school leadership. Journal of Educational Administration, 41(2), 158-170. https://doi.org/10.1108/09578230310464666