Engagement, inquiry and community: What are Gen Zs looking for in learning?

“Speak to the youth and you will see your future.” Is this a quote? If not, it should be.  One of the benefits of a year-end break is that, as a parent, you get to really engage with your children and their friends. If you ask the right questions and listen carefully,...

‘We’re engaged!’ means so much more when coming from a Gen Z

When it comes to Gen Zs, one thing is for sure: they live in a time and in a world where engagement is everything. So, how can educators achieve a high-engagement learning experience – and ultimately, learning culture – that meets the needs of Gen Z students? This is...

Navigating the 21st-century education landscape: Promoting self-directed learning through EDGE Digital CourseBooks

The 21st century has altered the way in which information is obtained and used – there is now an entire interconnected database of information available online. However, this knowledge base is underutilised, as traditional teaching methods often neglect to encourage...

The objectives of this Journal are to:

  • Contribute to critical dialogues in academic EdTech – the study, innovation and development of pedagogical practices in 21st-century education
  • Engage academic and non-academic stakeholder communities in dialogues relating to academic EdTech across a range of modalities, including traditional research and scholarship, academic essays, articles, opinion pieces and documentary films, as well as the curation of national and international dialogues, blogs and social media posts related to academic EdTech and pedagogic identities
  • Expand participation in, and consumption of, dialogues in academic EdTech studies
  • Contribute to innovation and transformation in curriculum design, the provision of teaching and learning, and related academic EdTech practices
  • Test the viability of interdisciplinary and digital knowledge production as well as content reproduction practices that intentionally operate across traditional disciplinary boundaries and through a range of digital modes and modalities

The vision is therefore to engender broader public and academic dialogues in pedagogical innovation by providing an accessible digital platform, in order to innovate, reimagine and transform teaching and learning through a range of research practices, active recontextualisations of existing work in the field, curated content and shared resources.

Editorial Board Members:

Mr Janse Maritz (MCom, PHeD) – Board Chairman
Dr Andrew Hibling (BCom, MBChB, MPhil)
Mrs Catherine Robb (BSocSci, PGCE)
Ms Feziwe Langbooi (BCom, ACIFRSQ)
Mrs Jana Eicher (PGCE, MA)
Ms Katherine Fourie (BPsych)
Mrs Marilette Pretorius (PGCE, MA)
Mr Mike Thoms (MPhil)
Ms Nadia Ellis (BA(Hons))


Complexity and the modern curriculum

Complexity and the modern curriculum

The curriculum operates in a space where knowledge is recontextualised and organised for various pedagogical purposes. It also exists as a compelling site of personal, social, cultural, political and symbolic reflection. The process of selection necessarily entailed...

read more
WordPress Image Lightbox