Information Literacy and Metacognitive Abilities of Teachers: Case of a South African Rural School

Mlindeni Celinhlalo Siyaya

Abstract


The objective of this qualitative study was to assess the information literacy and metacognitive abilities of teachers in a rural school in South Africa. Data were collected through semi-structured interviews. Due to COVID-19 safety considerations, primary data was acquired from 10 teachers via semi-structured telephonic interviews. All participants’ views were transcribed and analysed using thematic analysis to determine the similarities and differences in terms of their responses. The findings of the study amongst others revealed that despite the giant strides made by the South African government to digitize teaching and learning activities in schools, large proportion of rural teachers have phobia to use computer applications unassisted. Also, low self-evaluation, goal-setting and help-seeking/self-reflection were found to be metacognitive abilities which hamper their effective teaching skills via usability of ICT. The study concludes by recommending programmes such as cognitive development, emotional intelligence, computer-digital programming for all teachers in rural schools for optimal performance.

Keywords


Information Literacy, Meta-Cognitive Abilities, Rural School,Under-Resourced, ICT

Full Text:

PDF

References


Abubakar, A.M. (2016). An assessment of the use of ICT in teaching and learning in public secondary schools in Northeastern Nigeria [Master’s Thesis]. Eastern Mediterranean University (EMU)-Doğuakdeniz Üniversitesi (DAÜ).

Ajani, O.A. (2019). Understanding teachers as adult learners in professional development activities for enhanced classroom practices. AFFRIKA Journal of Politics, Economics and Society, 9(2), 195-208.

Ajani, O.A. (2020). Teachers’ professional development in South African high schools: how well does it suit their professional needs? African Journal of Development Studies (formerly AFFRIKA Journal of Politics, Economics and Society), 10(3), 59-79.

Ajani, O.A. (2021). Using Moodle for Curriculum Delivery in Higher Institutions during the Covid-19 Pandemic. International Journal of Innovation, Creativity and Change, 15(4), 708-724.

Aydin, M.K., & Gürol, M. (2019). A Systematic Review of Critical Factors Regarding ICT Use in Teaching and Learning. International Journal of Progressive Education, 15(4), 108-129. https://doi.org/10.29329/ijpe.2019.203.9.

Creswell, J.W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.

Dlamini, R., & Mbatha, K. (2018). The discourse on ICT teacher professional development needs: The case of a South African teachers’ union. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 14(2), 17-37

Durodolu, O. O., Adekanye, E. A., & Olorunfemi, D. Y. (2013). Information Literacy Skills of Arts Subject Teachers in Lagos State Senior Secondary Schools, Nigeria. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 14(6).

Durodolu, O.O. (2018). Secondary School Teachers’ Perceptions of Information Literacy Skills. Mousaion: South African Journal of Information Studies, 36(1), 16-36. https://doi.org/10.25159/0027-2639/3873

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.

Gebremeskel, G.B. (2016). The paradigm role of ICT for behavioral and educational psychology: The case of developing countries. International Journal of Information and Education Technology, 6(4), 301-307. 10.7763/IJIET.2016.V6.704

Gikenye, W. (2012). The diffusion of mobile phones for Business and Information Management in Kenya. Journal of Gender, Information and Development in Africa (JGIDA), 1(1), 43-56.

Graham, M.A., Stols, G., & Kapp, R. (2020). Teacher Practice and Integration of ICT: Why Are or Aren’t South African Teachers Using ICTs in Their Classrooms. International Journal of Instruction, 13(2), 749-766.

Jita, L.C., & Mokhele, M.L. (2014). When teacher clusters work: Selected experiences of South African teachers with the cluster approach to professional development. South African Journal of Education, 34(2), 1-15. 10.15700/201412071132.

Kafu-Quvane, B.P. (2021). Chronicling teachers’ experiences on integrating information and communication technology across the curriculum. J Transdiscipl Res S Afr. 17(1), a783. https://doi.org/10.4102/td.v17i1.783

Kumar, R. (2019). Research methodology: A step-by-step guide for beginners. Sage.

Kurt, S. (2019). TPACK: Technological Pedagogical Content Knowledge Framework. Educational Technology. https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-framework/.

Mbebe, T.M. (2017). Analysing the developmental role of ICT in the case of Bakgoma community library. Master’s thesis. Department of Public Administration, University of Stellenbosch.

Messina, L., & Tabone, S. (2015, June). Training kindergarten and primary education student teachers to plan learning units combining TPACK, LAT and multimodality. In 1ST International Conference on Higher Education Advances (HEAD’15) (pp. 349-356). Editorial Universitat Politècnica de València.

Meyer, I., Marais, M., Ford, M., & Dlamini, S. (2017, May). An exploration of the integration challenges inherent in the adoption of ICT in an education system. In International Conference on Social Implications of Computers in Developing Countries (pp. 463-474). Springer, Cham.

Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.

Mngomezulu, M. S., Lawrence, K. C., & Mabusela, M. S. (2021). Recruiting Competent Teachers in South Africa for a Sustainable Future: The Role of School Governing Bodies. African Journal of Inter/Multidisciplinary Studies, 3(1), 217-228.

Ndung’u, N., & Signé, L. (2020). The Fourth Industrial Revolution and digitization will transform Africa into a global powerhouse. Foresight Africa. https://www.brookings.edu/wp-content/uploads/2020/01/ForesightAfrica2020_Chapter5_20200110.pdf.

Ojo, O.A., & Adu, E.O. (2018). The effectiveness of Information and Communication Technologies (ICTs) in teaching and learning in high schools in Eastern Cape Province. South African Journal of Education, 38(1).

Oke, A., & Fernandes, F.A.P. (2020). Innovations in Teaching and Learning: Exploring the Perceptions of the Education Sector on the 4th Industrial Revolution (4IR). Journal of Open Innovation: Technology, Market, and Complexity, 6(31), 1-22. doi:10.3390/joitmc6020031.

Okoza, J., Aluede, O., & Owens-Sogolo, O. (2013). Assessing students’ metacognitive awareness of learning strategies among secondary school students in Edo State, Nigeria. Research in Education, 90, 82-97. doi:10.7227/RIE.90.1.6

Opeyemi, D. A., Ayodele, V., Alufa, O., Anderson, E., Strachan, R., & Emembolu, I. (2019, April). Barriers and identified solutions to the integration of digital technologies in the classroom: A case study of teachers in Nigeria. In 2019 IEEE Global Engineering Education Conference (EDUCON) (pp. 953-958). IEEE.

Othman, N., & Leng, K. B. (2011). The Relationship between Self-Concept, Intrinsic Motivation, Self-Determination and Academic Achievement among Chinese Primary School Students. International Journal of Psychological Studies, 3(1), 90. Rogers, C. R. (1962). The interpersonal relationship: The core of guidance. Harvard educational review.

Rogers, E. M. (2003). A prospective and retrospective look at the diffusion model. Journal of health communication, 9(S1), 13-19.

Simon, W.E., & Ngololo, E.N. (2018). Teachers use and integration of ICT in the teaching of Life Science. The Namibia CPD Journal for Educators, 51-64. https://doi.org/10.32642/ncpdje.vi.1278

Smith, A. K., Black, S., & Hooper, L. M. (2020). Metacognitive knowledge, skills, and awareness: A possible solution to enhancing academic achievement in African American adolescents. Urban Education, 55(4), 625-639.

Terry, H. (2014). ICTs and the accounting Profession in a SIDS. Journal accounting and Finance Research, 3(3).

Vadachalam, N., & Chimbo, B. (2017). Using Information and Communication Technologies to teach and learn mathematics in South African schools: A snapshot view of its impact. Africa Education Review, 14(1), 212-234.

Winne, P. H., & Nesbit, J. C. (2010). The psychology of academic achievement. Annual Review of Psychology, 61, 653-678.

World Economic Forum (2017). The Global Human Capital Report 2017. Geneva: World

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts M. Zeidner & P. R. Pintrich (Eds.), Handbook of self-regulation (pp. 13-39). Academic Press.




DOI: https://doi.org/10.7575/aiac.ijels.v.10n.1p.173

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2022 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.