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Title: Symbolic narratives and the role of meaning: Encountering technology in South African primary education.
Authors: van Zyl, Izak
Sabiescu, Amalia
Keywords: Educational informatics
Information and communication technology (ICT)
Technology encounters
Symbolic narrative
Meaningful representations of technology
Issue Date: 2016
Publisher: LINK Centre, University of the Witwatersrand (Wits)
Citation: VAN ZYL, I. and SABIESCU, A., 2016. Symbolic narratives and the role of meaning: Encountering technology in South African primary education.. The African Journal of Information and Communication, 18, pp. 95-115.
Abstract: This article draws on the results of a long-term, design-based research study with South African primary school teachers to discuss the role of subjectively assigned meanings and symbolisms of technology, as key factors affecting the adoption, appropriation and use of educational technology in urban poor and under-resourced environments. The paper examines how teachers’ engagements with technology are framed, conditioned, and embedded in multi-levelled “technology encounters”. These encounters give rise to meaningful representations of technology that ultimately transform both the teaching and learning process, and culminate in the emergence of “symbolic narratives”: complex assemblages of symbolisms, meanings and interpretations that arise through and therefore come to influence further technology engagements. We argue that a closer examination of teachers’ symbolic narratives can shed light on the motivations that underpin the appropriation, integration -- or conversely, rejection -- of educational technology in urban poor and under-resourced environments.
Description: This is an Open Access Article. It is published by LINK Centre, University of the Witwatersrand (Wits) under the Creative Commons Attribution 4.0 Unported Licence (CC BY). Full details of this licence are available at: http://creativecommons.org/licenses/by/4.0/
Version: Published
DOI: 10.23962/10539/21654
URI: https://dspace.lboro.ac.uk/2134/32140
Publisher Link: https://doi.org/10.23962/10539/21654
ISSN: 2077-7205
Appears in Collections:Published Articles (Loughborough University London)

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