Introduction:
Technology has become a leading factor in shaping the education systems of various countries, including South Africa, Zimbabwe, and Botswana. It has over time transformed both the teaching and learning experiences, leading to the emergence of new trends that have transformed traditional approaches. This paper will discuss and evaluate best practices through a literature review that will document/report on, the influence of technology as an external determinant on the education systems of South Africa, Zimbabwe, and Botswana.
Technological Influences on Education Systems in South Africa
South Africa has been able to integrate technology in its education systems, leading to increased access to education. According to Chigona and Chigona (2018), the integration of technology in South African education has led to the emergence of flexible learning that offers opportunities for distance learning. The government's investment in broadband internet has enabled virtual learning environments that have extended quality education to learners who are far from schools.
Over the years, South Africa has introduced various technologies that have transformed the education system, such as multimedia learning, e-books, and online assessments. The country has relied on broadband and wireless technologies, which have integrated with various educational management systems to introduce smarter and flexible processes to enhance student learning (Saunders & Bester, 2018).
It is important to note that technology has assisted South African educators in developing teaching skills that enable students to become active learners, leading to higher order thinking. As a result, students have the opportunity to interact with educational materials that support their learning needs, allowing them to perform better academically (Sibiya & Chigona, 2018).
Technological Influences on Education Systems in Zimbabwe
In Zimbabwe, technology has greatly influenced the education system through the introduction of new teaching and learning methods. Recently, the government introduced a digital policy that aims to transform education through technology. Technologies such as video conferencing, online libraries, and multimedia systems have transformed the teaching and learning of science and technical subjects in Zimbabwe (Chamunoda, Chieza, & Shoniwa, 2017).
With the introduction of technology, Zimbabwean educators have shifted from the traditional lecture-based teaching to experiential and collaborative learning. The use of technology has resulted in a student-centered approach that allows learners to work together in groups, leading to collaborative learning and the exchange of ideas (Chamunoda et al., 2017).
However, Zimbabwe's adoption of technology in education has been slow due to inadequate infrastructure and the lack of training for teachers and students on the use of technology (Jeypo & Halala, 2019). The government has been working to overcome this challenge by investing in infrastructure and training teachers to promote digital literacy.
Technological Influences on Education Systems in Botswana
In Botswana, technology has transformed the education system by making education accessible to remote areas. As a result, technology has helped to bridge the gap in education between rural and urban areas. The government's investment in technology has also facilitated the provision of online education programs, which has significantly reduced the cost of education (Kitsinga, 2020).
Furthermore, innovative use of technology like mobile technologies and social media has positively impacted education in Botswana. Mobile technologies have changed the way students and educators access educational materials, with the ability to communicate and share ideas and educational content from a mobile device, making learning more personalized (Kitsinga, 2020).
However, there have been challenges with the implementation of technology in Botswana's education system, due to the lack of infrastructure, limited technical know-how, and inadequate funding. Therefore, the effective integration of technology in Botswana's education system requires adequate support from both the government and other stakeholders (Mbulawa & Moutlana, 2018).
Conclusion
Technology continues to transform education systems in South Africa, Zimbabwe, and Botswana through tools that promote digital literacy, personalized learning, and flexible education. While these countries have faced challenges such as inadequate infrastructure and teacher professional development, there are still many opportunities for growth in the use of technology in education. Continued investment and cooperation will be vital to ensure that these education systems are well equipped to support learners through the changing technological landscape.
References
Chamunoda, E., Chieza, R., & Shoniwa, P. (2017). The influence of technology on education delivery: a literature review. Journal of Emerging Trends in Computing and Information Sciences, 8(12), 585-593.
Chigona, W., & Chigona, A. (2018). Towards a framework for integrating mobile technologies in South African higher education. Journal of Information Technology Education: Research, 17(1), 41-60.
Jeypo, T., & Halala, M. (2019). The integration of technology in Zimbabwean schools: Challenges and opportunities. International Journal of Innovative Research and Advanced Studies, 6(8), 40-47.
Kitsinga, K. B. (2020). The role of technology in improving access to education in Botswana. Global Journal of Management and Social Sciences, 6(1), 75-79.
Mbulawa, C., & Moutlana, T. M. (2018). Factors influencing the effective use of technology in Botswana's education system. Universal Journal of Educational Research, 6(12), 2698-2705.
Saunders, L., & Bester, A. (2018). Leveraging technology to advance South African education. International Journal of Educational Technology in Higher Education, 15(1), 19.
Sibiya, G., & Chigona, A. (2018). An analysis of the use of mobile technologies for teaching and learning in South African higher education. The Journal of Technology in Student Affairs, 10(1).
Discuss and evaluate best practices through engaging in a literature review in order to document/report on, the influence of technology as an external determinant on the education systems of the countries, South Africa, Zimbabwe and Botswana
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