Articles in Periodicals & Books
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- ItemOpen AccessBook Review: Critical digital pedagogy in higher education(2024-11-19) Hill, LeRoy; Panda, Santosh“Critical Digital Pedagogy in Higher Education,” edited by Suzan Köseoğlu, George Veletsianos, and Chris Rowell, is a seminal work that addresses the pressing need for a pedagogical shift in higher education. Rooted in the digital landscape, the book critiques traditional power structures and advocates for a learner-centred approach that resonates with students’ socio-cultural contexts. Drawing inspiration from Paulo Freire’s “Pedagogy of the Oppressed,” the editors present a contemplative framework that challenges educational norms and promotes critical consciousness, shared learning experiences, and a nurturing online environment. The volume stands out for its collaborative nature, incorporating diverse expert voices to explore themes like care ethics, Indigenous knowledge, and the pervasive influence of digital tools. This approach not only enriches the discourse on digital pedagogy but also encourages the practical application of theory in contemporary teaching and learning. The book is a valuable resource for a wide audience, seeking to foster meaningful engagement and transform higher education in the post-Covid-19 era.
- ItemOpen AccessProblems Confronting the Teaching Profession in Tanzania and Implications towards Educational Excellence in the Digital Age(2024-11-19) Mgaya, Rose; Panda, SantoshThis study examined the problems encountered by the teaching profession in Tanzania and their impact on achieving educational excellence in the digital age. It was a qualitative phenomenological study involving 33 participants, including key educational administrators, heads of schools, and teachers. Interviews and Focus Group Discussions (FGDs) formed the main data collection methods, whereas, data collected were subjected to thematic analysis. The findings revealed several problems, including technology integration in teaching due to a lack of ICT resources, teachers' lack of digital competence, nonchalant attitudes towards technology and a reluctance to change, deplorable working and living conditions, limited opportunities for professional development and professional misconduct. These problems affect the quality of teaching and the country's education system. The study recommends the improvement of training programmes by equipping teachers with technological competencies needed in the contemporary digital age.
- ItemOpen AccessLow-connectivity Educational Technology: A Case Study of Supporting Learning during Covid-19 via SMS with ‘Keep Kenya Learning’(2024-11-19) Jordan, Katy; Mumbi, Albina; Khagame, Phoebe; Njuguna, Lydia; Panda, SantoshThe use of Short Messaging Service (SMS) for education has grown in recent years, drawing particular attention to supporting school-level learners, due to the Covid-19 pandemic. This renewed interest has prompted questions about how this form of educational technology could be used in the longer term. However, despite being used in many Covid-19 responses, there are few documented examples of innovative applications in this field during the pandemic, which represents a gap in the literature. As a medium for education, SMS offers potential benefits such as being cost-effective and having positive impacts on learning. In this paper, we present a case study of an educational programme rapidly implemented during the pandemic as part of the ‘Keep Kenya Learning’ program, to support learners remotely in terms of literacy, numeracy, and social and emotional learning topics. Through the case study, we describe the innovative process used to rapidly develop content for SMS, and draw upon usage statistics, quiz scores and user feedback to gain insights into its implementation with learners and caregivers in Kenya. The case study demonstrated that educational television content can be effectively adapted to mobile delivery. Furthermore, we present practical reflections on the development and implementation of SMS educational technology which will help inform future initiatives. These include considering timing in relation to school terms when planning a supporting intervention, and designing content in a modular way to allow flexibility for learners in navigating through courses.
- ItemOpen AccessPromoting Cyber Ethics Compliance among Teachers in Tanzania: What should be done?(2024-11-19) Mfaume, Hamisi; Bilinga, Margareth; Panda, SantoshThe invention of digital ICT devices is one of the most important developments in the history of humankind, and education can greatly benefit from it. However, cyber ethics violations by teachers have become prevalent and are expected to increase unless measures are taken. This study explored education stakeholders’ perspectives on ways to promote teachers’ compliance with cyber ethics in Tanzania. It employed a qualitative case study design involving three secondary schools and 27 participants selected purposively in Kinondoni Municipality in the Dar es Salaam region. Data were sought through semi-structured interviews and document reviews and subjected to thematic data analysis. The findings indicated that teachers’ compliance with cyber ethics requires training of teachers on the pedagogical uses of technology, the inception of a specific national policy for the responsible use of technology in schools, integration of the cyber ethics aspects of the Teachers’ Code of Conduct, improvement of teachers’ living and working conditions, and promotion of teachers’ awareness of the Cyber Crimes Act of 2015, among others. The study recommends that policymakers and education authorities implement the suggested initiatives to promote cyber ethics compliance among teachers for education excellence in Tanzania, and, possibly, elsewhere.
- ItemOpen AccessPerception of Education and Industry Leaders on Micro-Credentials and their Potential in Higher Education(2024-11-19) Santally, Mohammad; Rajabalee, Yousra Banoor; Cooshna-Naik, Dorothy; Greller, Wolfgang; Panda, SantoshMicro-credentials are certifications that evaluate knowledge and skills acquired through specific learning experiences. This research explores the perceptions of education and industry leaders in Mauritius regarding recognition, ease of application, and value of micro-credentials in higher education. Interviews were conducted with 10 education and four industry leaders. The findings indicated that while the respondents lacked a deep understanding of micro-credentials as an educational model, they recognised the need to formalise its adoption within frameworks such as the National Qualification Framework (NQF) and a National Credit System. Additionally, there is a pressing need for reliable, competency-based assessments and structured pathways to map micro-credentials to university credits, leading to recognised qualifications. These insights from Mauritius can provide valuable lessons for other developing nations seeking to integrate micro-credentials into their higher education systems, helping to address skills gaps, promote lifelong learning, and create flexible educational pathways that align with local and global workforce demands.