The integration of Information and Communication Technology (ICT) within South African schools created new possibilities for learners and educators to engage in new ways of information selection, gathering, sorting and analysis. However, the implementation of ICT in schools has had an impact on curriculum development and delivery of education around the world. The main objective of this study was to develop a framework for acceptance and use of E-learning by educators in South African secondary schools. This study intended to address the lack of interest shown by educators in integrating ICT into teaching and learning.

In this current information era, e-learning is considered as one of the means to enhance worldwide competitiveness. Before e-learning is implemented in education systems, it is of critical importance to assess the e-learning readiness thereof. Previous researches have always focused on measuring the e-learning readiness of organisations and of higher learning institutions; as a result a research gap on the use and readiness of e-learning in primary and secondary schools has been left. The aim of this research is to find out teachers' e-learning readiness in rural South African. Informed by the theoretical triangulation of Technology Readiness Index and Technology Acceptance Model, a conceptual framework was produced. In the study, Technology Readiness Index's personality characteristics (optimism, innovativeness, discomforts, and insecurity) and the cognitive dimensions of Technology Acceptance Model (perceived ease of use and the perceived usefulness) were used. Four factors affecting the e-learning readiness of teachers' in rural schools were identified: individual factor, technological factor, institutional factor and social factor.

Teacher education is a known variable that impacts the quality of teaching and schooling, yet while research on practices in teaching and teacher education abound in other contexts, there seems to be no comprehensive reference work on teaching and teacher education in Africa. With Africa and the diaspora boasting rich, diverse political and educational contexts and practices, this gap in knowledge requires that attention be focused on investigating issues that shape the pace, course, and direction of teaching and teacher education in these contexts. Practices and Perspectives of Teaching and Teacher Education in Africa facilitates scholarly discussions among scholars and practitioners about practices, innovations, and future possibilities for educating the next generation of competent students and teachers in Africa. Covering topics such as educational reforms, equity, career progression, and curriculum development, this major reference work is ideal for administrators, industry professionals, researchers, academicians, scholars, practitioners, instructors, and students.

Reimagining South African Higher Education: Towards a Student-Centred Learning and Teaching Future provides progressive approaches and innovations that challenge readers to rethink student learning, engagement, support, and teaching. The book offers examples of evidence-informed and scholarly approaches to centring students through enhanced learning and teaching practices that are relevant to the South African context and those Global South contexts similar to South Africa.

The COVID-19 Pandemic transformed nearly every aspect of daily life across the globe in just a few short years. Thankfully, we’ve made it a long way from the days of no contact, social distancing, masks, and general isolation. Still, many aspects of this time have continued into the present. This is particularly true regarding education, which saw a massive overhaul during that period. Remote learning and technology infused education were a necessity then, and may prove to be an invaluable improvement as we go forward. Instructional Technology Theory in the Post-Pandemic Era investigates the facets of incorporating technology and virtual spaces into education permanently. The experienced educators that compiled this book utilize their years of knowledge to bring to light the intricacies of adapting virtual education laboratories for the foreseeable future. They examine student performance metrics, detail teacher development practices, consider the social aspects of tech-infused education, and explore the implementation of new pedagogies for best results. Covering topics such as companionship in distance education, pandemic teaching experiences, and professional and teacher development, this book is a valuable resource for educators, pre-service teachers, administrators, policymakers, academicians, researchers, and more.

This book’s research is on online pedagogical approaches devised by teacher educators and researchers to circumvent a face-to-face curriculum delivery during the COVID-19 pandemic. The challenge faced by educators was that they were uncertain of how to use digital technologies in teaching, learning and assessment productively. This book reports on case studies on teaching student teachers with technology in a way that advanced not only communication but also the cognitive growth of students in relation to disciplinary knowledge. The scholars from South African universities used both conceptual and empirical methodologies, mostly in qualitative set-ups. The scholarly contributions in this book are varied. They cover theoretical nuances for ICT use in education, considerations for the use of computers in the classroom, pedagogical thinking and pedagogical integration of ICTs in education, affordances of iPads in visible teaching and learning, supporting student cognition in Languages, Mathematics, Science, Engineering Graphics and Design with ICTs. The use of software applications such as GeoGebra and Excel in teaching and learning mathematics is researched, among others. The rich discussions that emerged from their research enable academics to learn from ‘others’ innovative moments that came as a result of pandemic pressure. The recommendations in this book can be used in blended learning beyond the COVID-19 era, as curriculum delivery methods are bound to change. The value of this book is that it reports on pedagogical innovations in using digital technologies in teacher education. Researchers have an opportunity to learn from this book how to deal with the tantalising teaching and learning problem of our time: How can the use of digital technology transform teaching and learning in general and teacher education in particular?