JOURNAL

The digital divide: Overcoming barriers to digital learning in post-Covid-19 South Africa

The worldwide progress in digital education has been exciting to watch, with new advances being made seemingly each week. Following the onset of the Covid-19 pandemic, the reliance on digital learning solutions has undoubtedly increased (Dwolatzky and Harris, 2019)....

Local relevance: A key factor in learner engagement and motivation

In recent years, the topic of ‘local relevance’ has gained increasing attention in the field of education (Albrecht and Karabenick, 2017). But what exactly is ‘local relevance’ in education, and what value does it contribute to the learning experience? Local relevance...

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,...

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)
Ms Katherine Fourie (BPsych) – Delegated Chair of Central Academic Team (CAT)
Mrs Jana Eicher (PGCE, MA) – Commissioning Editor of the Editorial Board
Ms Feziwe Langbooi (BCom, ACIFRSQ)
Mrs Marilette Pretorius (PGCE, MA)
Mr Mike Thoms (MPhil)
Ms Nadia Ellis (BA(Hons))
Mrs Eloise Horne

How to write for attention

How to write for attention

  ESTIMATED READING TIME: 4 minutes KEYWORDS: Content creation, learning material, writing, attention, engagement. In today’s fast-paced world, people prefer to consume bite-sized portions of information. As such, short-message platforms such as Snapchat, Tumblr,...

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Infographic: 5 Tips for Effective eLearning Videos

Infographic: 5 Tips for Effective eLearning Videos

  Video lectures and tutorials have gained popularity over the last decade, and most online courses will use a form of video instruction. Since videos are a vital tool in a course creator’s arsenal, it is essential to consider every design aspect. Poorly designed...

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Gamification: The what, the why and the how

Gamification: The what, the why and the how

The term ‘gamification’ has gained increasing popularity over recent years, and seems to be popping up everywhere. It appears to be the latest trend in corporate training and e-learning courses, with Fortune 500 companies such as Nike applying its novel approach to...

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