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Exploring the educational technology practices of teachers at two resource-rich schools during the Covid-19 pandemic
Thesis (MEd)--Stellenbosch University, 2025.
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| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2025
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| _version_ | 1867613850604404736 |
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| access_status_str | Open Access |
| author | Bosch, Andrea |
| author2 | Feldman, Jennifer |
| author_browse | Bosch, Andrea Feldman, Jennifer |
| author_facet | Feldman, Jennifer Bosch, Andrea |
| author_sort | Bosch, Andrea |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2025. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/132078 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:42:41.823Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/132078 Exploring the educational technology practices of teachers at two resource-rich schools during the Covid-19 pandemic Bosch, Andrea Feldman, Jennifer Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. Educational technology -- Practice -- Case studies COVID-19 Pandemic, 2020-2023 -- Education -- Influence Teaching -- Methodology -- Technological innovations Web-based instruction -- Education (Secondary) Distance education -- Case studies UCTD Thesis (MEd)--Stellenbosch University, 2025. Bosch, A. 2025.Exploring the educational technology practices of teachers at two resource-rich schools during the Covid-19 pandemic. Unpublished masters thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/447499db-0fb6-4c1d-a834-6c405fc60536 ENGLISH ABSTRACT: This research study examines teachers' educational technology engagement prior to, during and post-Covid-19 pandemic at two resource-rich schools in South Africa. Globally, the Covid-19 pandemic profoundly impacted various aspects of life, including education. Schools had to navigate and adapt to various changes in structures, curricula and policies throughout the pandemic that started in 2020 and ended in 2022. This research investigates how teachers' educational technology practices shifted and changed as impacted by the pandemic. This research makes specific reference to Pierre Bourdieu's concepts of habitus, field and hysteresis as a lens to analyse the qualitative data collected through a questionnaire and semi-structured interviews. The interviews took place in-person or online based on the participant's request. This qualitative study employs an interpretive paradigm to understand the participants' subjective experiences. The data presented is divided into three sections, namely pre-Covid, during Covid and post-Covid. Each section responds to one of the three research sub-questions that focus on teachers' educational technology engagement, how aspects of their use of technology in their teaching practices changed during the pandemic and finally, how the pandemic shifted or changed teachers' use of technology in their teaching practices. After the data is presented, a discussion, rooted in the Bourdieusian concepts of habitus, field and hysteresis, takes place. From the analysis of the research data, it is evident that irrespective of technology training those teachers received or the resources provided, teachers implement and engage with educational technology based on their perceived beliefs about the importance of the effectiveness of technology within the classroom. Teachers rely on their experiences of educational technology throughout their own schooling, their experiences as teachers and the ways in which they used technology throughout the Covid-19 pandemic. These experiences ultimately impacted their practices now that Covid-19 has come to an end; therefore, this research posits that even though the pandemic fuelled the use of technology, it does not determine the long-term educational technology practices of all teachers. AFRIKAANSE OPSOMMING: Hierdie navorsingstudie ondersoek onderwysers by twee hulpbronryke skole in Suid-Afrika se betrokkenheid by opvoedkundige tegnologie voor, gedurende en ná die Covid-19-pandemie. Wêreldwyd het die Covid-19- 'n diepgaande impak op verskillende aspekte van die lewe gehad, met inbegrip van onderwys. Skole moes regdeur die pandemie, wat in 2020 begin en in 2022 geëindig het, verskeie veranderinge in strukture, kurrikulums en beleide navigeer en daarby aanpas. Hierdie navorsing ondersoek hoe onderwysers se praktyke ten opsigte van opvoedkundige tegnologie weens die impak van die pandemie verskuif en verander het. Hierdie navorsing verwys spesifiek na Pierre Bourdieu se konsepte van habitus, veld en histerese as 'n lens waardeur die kwalitatiewe data, wat met behulp van 'n vraelys en semigestruktureerde onderhoude ingesamel is, ontleed word. Die onderhoude het in persoon of aanlyn plaasgevind, op grond van die deelnemer se voorkeur. Hierdie kwalitatiewe studie maak van 'n vertolkende paradigma gebruik om die deelnemers se subjektiewe ervarings te begryp. Die data wat aangebied word, is in drie afdelings verdeel, naamlik voor Covid, gedurende Covid en ná Covid. Elke afdeling reageer op een van die drie navorsingsubvrae wat fokus op onderwysers se betrokkenheid by opvoedkundige tegnologie, hoe aspekte van hulle gebruik van tegnologie in hulle onderrigpraktyke gedurende die pandemie verander het en laastens, hoe die pandemie die onderwysers se gebruik van tegnologie in hulle onderrigpraktyke verskuif of verander het. Ná aanbieding van die data volg 'n bespreking, gegrond in Bourdieu se konsepte van habitus, veld en histerese. Uit die ontleding van die navorsingsdata blyk dit duidelik dat, ongeag die tegnologie-opleiding van die onderwysers of die hulpbronne wat voorsien is, onderwysers opvoedkundige tegnologie implementeer en daarby betrokke is op grond van hulle waargenome oortuigings omtrent die belangrikheid van die doeltreffendheid van tegnologie in die klaskamer. Onderwysers vertrou op hulle ervarings van opvoedkundige tegnologie deur die loop van hulle eie opvoeding, hulle ervarings as onderwysers en die wyses waarop hulle tegnologie regdeur die Covid-19-pandemie aangewend het. Hierdie ervarings het uiteindelik hulle praktyke, noudat Covid-19 ten einde geloop het, beïnvloed. Hierdie navorsing postuleer dus dat, hoewel die pandemie die gebruik van tegnologie aangevuur het, dit nie die langtermynpraktyke ten opsigte van opvoedkundige tegnologie van alle onderwysers bepaal nie. ISISHUNQULELO: Olu phando lugrumba ngokusetyenziswa kwezixhobo zobuchwepheshe bokufundisa ngootitshala ngaphambi, ngethuba nasemva kukabhubhane oyiCovid-19 kwizikolo ezimbini ezinezixhobo ezaneleyo zokufundisa eziseMzantsi Afrika. Kwihlabathi, ubhubhane oyiCovid-19 ube nefuthe elimandla kwiinkalo ezahlukeneyo zobomi, kuquka nakwimfundo. Izikolo kwafuneka zenze unakhonakho ze zimelane neenguqu kwizimo, imfundo nakwimigaqonkqubo ngalo lonke ithuba egqugqisa lo bhubhane owaqala ngo2020 ze waphela ngo2022. Olu phando luphanda ngendlela ezithe zaguquka ngayo iindlela abazisebenzisa ngayo ootitshala izixhobo zobuchwepheshe zokufundisa ze zatshintsha ngokuchatshazelwa ngulo bhubhane Olu phando lukhankanya ingakumbi amabinzana kaPierre Bourdieu ayihabitus, ifield kunye nehysteresis njengeendlela zokujonga iinkcukacha eziqokelelwe eluntwini ngokomqulu wemibuzo kwanangokweendliwanondlebe ezingamiselwanga ngokugqibeleleyo. Iindliwanondlebe zenzeke ubuso ngobuso okanye kwiqonga lezobuchwepheshe ngokusekelwe kwisiceloo salowo udliwa iindlebe. Olu phando lungeenkcukacha eziqokelelwe eluntwini lusebnzisa inkqubo yokutolika ngenjongo yokuqondana namava omthabathinxaxheba. Iinkcukacha ezinikezelwe apha zahlulahlulwe ngokwamacandelo amathathu, angala: elangaphambi kweCovid, elangeCovid nelasemva kweCovid. Icandelo ngalinye lisabela liphendula omnye wemibuzwana emithathu yophando egxile ekusetyenzisweni kwezixhobo zobuchwepheshe bokufundisa, ngootitshala, indlela ekutshintshe ngayo iinkalo zokusetyenziswa kwezixhobo zobuchwepheshe zokufundisa kwiinkqubo zabo zokufundisa yaye, okokugqibela, ubhubhane lo ukuguqule okanye ukutshintshe njani ukusetyenziswa kwezixhobo zobuchwepheshezokufundisa ngootitshala kwiindlela abafundisa ngazo. Emva kokunikezelwa kwezi nkcukacha, ingxoxo, esekelwe kumabinzana kaBourdieu ayihabitus, ifield kunye nehysteresis, iyathathisa. Ukususela kuhlalutyo lweenkcukacha zophando, kucacile ukuba nokuba selungakanani na uqeqesho abathe balufumana aba titshala kwizixhobo zobuchwepheshe okanye izixhobo ezithe zanikezelwa, ootitshala bamisela ze basebenzise izixhobo zobuchwepheshe zokufundisa ngokusekelwe kwiinkolelo zabo ngokubaluleka nokusebenza kwezixhobo zobuchwepheshe kwigumbo lokufundisa. Ootitshala baxhomekeka kumava abo okusetyenziswa kwezixhobo zobuchwepheshe ngethuba bona besengabafundi, amava abo njengootitshala ndawony nakwiindlela abazisebenzise ngazo izixhobo zobuchwepheshe ngethuba lokugqugqisa kukabhubhane iCovid-19. La mava ke ekugqibeleni abe nefuthe kwiindlela abafundisa ngazo njengokuba ingasekho nje iCovid; ngoko ke, olu phando lumisela ukuba noxa lo bhubhane ekukhuthazile ukusetyenziswa kwezixhobo zobuchwepheshe nje, oko akuthethi ukuba unefuthe ekusetyenzisweni ixesha elide kweenkqubo zokufundisa ezisekelwe kwizixhobo zobuchwepheshe kwiindlela abafundisa ngayo bkne ootitshala. Masters 2025-05-22T10:27:22Z 2025-05-22T10:27:22Z 2025-03 Thesis https://scholar.sun.ac.za/handle/10019.1/132078 en_ZA Stellenbosch University 148 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Educational technology -- Practice -- Case studies COVID-19 Pandemic, 2020-2023 -- Education -- Influence Teaching -- Methodology -- Technological innovations Web-based instruction -- Education (Secondary) Distance education -- Case studies UCTD Bosch, Andrea Exploring the educational technology practices of teachers at two resource-rich schools during the Covid-19 pandemic |
| title | Exploring the educational technology practices of teachers at two resource-rich schools during the Covid-19 pandemic |
| title_full | Exploring the educational technology practices of teachers at two resource-rich schools during the Covid-19 pandemic |
| title_fullStr | Exploring the educational technology practices of teachers at two resource-rich schools during the Covid-19 pandemic |
| title_full_unstemmed | Exploring the educational technology practices of teachers at two resource-rich schools during the Covid-19 pandemic |
| title_short | Exploring the educational technology practices of teachers at two resource-rich schools during the Covid-19 pandemic |
| title_sort | exploring the educational technology practices of teachers at two resource rich schools during the covid 19 pandemic |
| topic | Educational technology -- Practice -- Case studies COVID-19 Pandemic, 2020-2023 -- Education -- Influence Teaching -- Methodology -- Technological innovations Web-based instruction -- Education (Secondary) Distance education -- Case studies UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/132078 |
| work_keys_str_mv | AT boschandrea exploringtheeducationaltechnologypracticesofteachersattworesourcerichschoolsduringthecovid19pandemic |