Show simple item record Koopman, Oscar 2023-10-30T12:43:12Z 2023-10-30T12:43:12Z 2022
dc.identifier.issn Print: 2521-0262
dc.identifier.issn Online: 2662-012X
dc.description Journal article published in African Perspectives of Research in Teaching & Learning Journal (APORTAL) Vol 6 (3) (2022) Special Issue en_US
dc.description.abstract Teachers in South Africa are faced with the colossal task of having to prepare learners for the Fourth Industrial Revolution (commonly referred to as 4IR). This undertaking entails aligning their teaching practices with the new demands and aspirations of 4IR goals and standards. Impelled by these new 4IR requirements, this paper asks two key questions: (i) How do selected Physical Science teachers understand the 4IR and their need to prepare learners adequately for 21-century learning? (ii) What are their views on integrating technological applications into their lessons to develop the 4IR skills the learners need in order to take advantage of the products of the 4IR? Theoretically, the paper draws on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The UTAUT model were deployed to report and discuss the teachers’ views about integrating technology into their lessons. Methodologically, the paper adopted a Husserlian phenomenological approach to explicate data elicited from 12 purposively selected experienced Physical Science teachers. One-on-one, face-to-face semistructured interviews and field notes were the main sources of data. The findings show that the teachers’ understanding of 4IR is very basic and counterfactual. However, their views about integrating technology into their science lessons were directly shaped by their perception of the usefulness (PU) and effort expectancy (EE) associated with the use of technology. These aspects (PU and EE) affected their behavioural intentions, which in turn influenced their attitude towards the shift to 4IR teaching. The findings have implications for the professional development of experienced in-service teachers to effectively integrate digital technologies into their lessons to equip learners with the 4IR skills to take advantage of the products of the 4IR. en_US
dc.format.extent 15 Pages en_US
dc.language.iso en en_US
dc.publisher African Perspectives of Research in Teaching & Learning (APORTAL) en_US
dc.relation.requires PDF en_US
dc.subject Fourth Industrial Revolution en_US
dc.subject South Africa en_US
dc.subject Technology en_US
dc.subject Teachers en_US
dc.subject Physical science en_US
dc.subject Phenomenology en_US
dc.subject.lcsh Industry 4.0 en_US
dc.subject.lcsh Physical sciences -- Study and teaching en_US
dc.subject.lcsh Phenomenology en_US
dc.subject.lcsh Teaching -- South Africa en_US
dc.subject.lcsh Technology -- Study and teaching en_US
dc.title The fourth industrial revolution : teachers’ views on integrating digital technologies as a 21-century teaching strategy en_US
dc.type Article en_US

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