The research in this mini dissertation investigated the educators’ use of the digital
content platform in Accounting to improve learner performance in Gauteng. Educators
using the Gauteng Department of Education (GDE) digital content platform in six
complete Information and communication technology (ICT) schools in Ekurhuleni
North presented the phenomenological research study. This limited-scope study
adopted a qualitative research approach. The Technological Pedagogical and Content
Knowledge (TPACK) framework guided the research and analysis while
understanding the concepts. The study first conducted an online questionnaire
completed by six participants through Google Forms. Afterwards, a non-participant
observation occurred in the six ICT schools, where an additional six educators
participated in the study. Twelve individuals therefore participated in this study. The
participants that participated in the research are all qualified educators that specialise
in teaching Accounting in the FET phase. Responses were analysed using
participants' characteristics, such as gender, age, number of years using the GDE
digital content platform, and years teaching Accounting. A checklist was used to
analyse the participants characteristics. The limited-scope study established that the
GDE digital content platform assisted educators in teaching using this learning
management system (LMS). It also saved them time as e-books and lesson plans
were readily available. Learners interacted more effectively when they were taught
using this LMS. The research findings indicate that educator-participants responded
positively to the learning management system (LMS), recognising its potential for
significantly improving learner performance. This innovative approach to teaching and
learning was well-received. Educators actively used platforms, such as Siyavula,
Google Classroom, and WhatsApp to facilitate teaching and information sharing. A
decrease in learners taking Accounting encouraged the participants to use more
teaching techniques and move away from the basic textbook use in the classroom.
Based on the findings, several recommendations emerge. This includes the ICT
department within the Gauteng Department of Education, should encourage educators
to use the GDE digital content platform effectively. This could be achieved through
regular workshops, ideally conducted once per term. Educators, especially novices who are less comfortable with technology, should support each other in adopting the
LMS. ICT committees in schools should proactively update their ICT policies to keep
pace with technological advancements. In summary, embracing technology in
education requires collaboration, training, and policy adjustments to ensure effective
implementation
In hierdie mini-verhandeling het die navorser onderwysers se gebruik van ’n digitale
inhoudsplatform in Rekeningkunde gebruik om leerderprestasie in Gauteng te
verbeter. Onderwysers wat die Gautengse Departement van Onderwys se digitale
inhoudsplatform gebruik in ses Inligtings- en Kommunikasietegnologie-skole
(IKTskole) in Ekurhuleni Noord, het aan hierdie fenomenologiese navorsing
deelgeneem.
Die studie met ’n beperkte omvang het ’n kwalitatiewe navorsingsbenadering
aangeneem, terwyl die Tegnologiese, Pedagogiese en Inhoudskennis-raamwerk
(TPACK framework) die navorsing en ontleding gelei het. Die navorser het ’n aanlyn
vraelys opgestel wat ses deelnemers deur Google Forms voltooi het. Dit is gevolg
deur nie-deelnemerwaarneming wat plaasgevind het by die ses geïdentifiseerde
skole waar ses addisionele onderwysers deelgeneem het (n = 12). Die deelnemers
se reaksies is ontleed deur te fokus op eienskappe soos hulle geslag, ouderdom,
aantal jare wat hulle die Gautengse Departement van Onderwys se digitale
inhoudsplatform gebruik, en die aantal jare wat hulle Rekeningkunde onderrig. Die
navorsing het getoon dat die inhoudsplatform onderwysers gehelp het om deur
hierdie leerbestuurstelsel te onderrig. Dit het hulle ook tyd gespaar, aangesien eboeke
en lesplanne maklik beskikbaar was. Leerders het na bewering meer
doeltreffend op mekaar gereageer wanneer hulle onderrig is deur hierdie stelsel. Die
navorsing se bevindings het gedui dat die onderwyserdeelnemers positief gereageer
het op die leerbestuurstelsel, en die potensiaal daarvan erken het om leerders se
prestasie beduidend te verbeter. Hierdie innoverende benadering om te onderrig en
te leer is goed ontvang. Die deelnemende onderwysers het platforms soos Siyavula,
Google Classroom en WhatsApp aktief gebruik om onderwys en die deel van inligting
te fasiliteer. Verskeie aanbevelings het aan die lig gekom gebaseer op die bevindings.
Dit het ingesluit dat die IKT-departement in die Gautengse Departement van
Onderwys onderwysers moet aanmoedig om die Gautengse Departement van
Onderwys se digitale inhoudsplatform doeltreffend te gebruik, wat bereik kan word
deur gereelde werksessies (ideaal gesproke eenkeer per kwartaal). Onderwysers –
veral nuwelinge wat minder gemaklik met tegnologie is – moet mekaar ondersteun om die leerbestuurstelsel te gebruik. IKT-komitees in skole moet hulle IKT-beleid
proaktief hersien om tred te hou met tegnologiese vooruitgang. Om tegnologie in
onderwys aan te neem vereis samewerking, opleiding en beleidswysigings om
doeltreffende implementering te verseker.
Mo tlhamong e khutshwane e, modiradipatlisiso o batlisisitse ka tiriso ya barutabana
ya tshedimosetso ya dijithale mo go ruteng Palotlotlo, go ka tokafatsa maduo mo
Gauteng. Barutabana ba ba dirisang tshedimosetso ya dijithale ya Lefapha la Thuto
la Gauteng (GDE) mo dikolong di le thataro tsa Thekenoloji ya Tshedimosetso le
Tlhaeletsano (ICT) kwa Bokone jwa Ekurhuleni, ba tsere karolo mo patlisisong e e
gakgamatsang e. Patlisiso ya mothamo o o lekanyeditsweng e, e dirisitse mokgwa wa
patlisiso wa khwaletheithifi mme fa letlhomeso la Mokgwa wa go ruta wa Thekenoloji
le Kitso ya Tshedimosetso (TPACK) lone le kaetse patlisiso le thanolo ya yone.
Modiradipatlisiso o dirile dipotsopatlisiso tsa mo mafaratlhatlheng, tseo batsayakarolo
ba barataro ba di tladitseng ka go dirisa Google Forms. Se se latelang ke gore ga go
temogo e e diragetseng mo bao ba sa tsayang karolo kwa dikolong di le thataro tse di
supilweng, koo barutabana ba bangwe ba barataro ba tsereng karolo le bone (n = 12).
Dikarabo tsa batsayakarolo di ne tsa ranolwa ka go tsepamisa mogopolo mo
dibopegong jaaka bong, dingwaga, palo ya dingwaga ka go dirisa tshedimosetso ya
dijithale ya GDE, gammogo le dingwaga tsa go ruta Palotlotlo. Patlisiso e fitlhetse gore
tshedimosetso ya dijithale ya GDE e thusitse barutabana ka go ruta ka mokgwa wa
thulaganyo ya botsamaisi jwa go ithuta (LMS). Mokgwa o, o ba boloketse le nako ka
ntlha ya gore dibuka tsa seeleketoroniki le dithuto di ne di fitlhelega bonolo. Baithuti
bone ba fitlhetswe fa ba tsaya karolo e e tseneletseng fa go diriswa mokgwa o wa go
ruta o. Diphitlhelelo tsa patlisiso di supile fa batsayakarolo ba barutabana ba
amogetse LMS ka diatla tse di phuthulogileng, ebile gape ba lemoga le bokgoni jwa
go tokafatsa maduo a baithuti segolo. Mokgwa o wa tlhamosešwa wa go ruta le go
ithuta o amogetswe sentle. Barutabana ba ba tsayang karolo ba dirisitse ka mafolofolo
manane a thekenoloji jaaka Siyavula, Google Classroom le WhatsApp go ka ruta
gammogo le go ka neelana ka tshedimosetso. Go tswa diphitlhelelong, dikatlanegiso
tse di mmalwa di dirilwe. Tsone di akaretsa Lefapha la ICT la kwa GDE leo le tlhokang
go rotloetsa barutabana go ka dirisa sentle tshedimosetso ya dijithale ya GDE. Se se
tla diragala ka tiriso ya dithutano (diwekeshopo) tseo di tla tshwarwang gangwe mo
pakeng. Barutabana – bogolojang bao ba ba retelelwang ke go dirisa thekenoloji
sentle – ba tshwanetse go tshegetsana mo tirisong ya LMS. Dikomiti tsa ICT tsa dikolo di tshwanetse tsa ntšhafatsa dipholisi tsa ICT tsa tsone gore di tswelele go nna maleba
mo ditlhabololong tsa thekenoloji. Go tlamparela tiriso ya thekenoloji mo thutong go
tlhoka tirisanommogo, ikatiso le paakanyo ya dipholisi gammogo le go netefatsa
tsenyotirisong e e tlhomameng.
