Symbolic Narratives and the Role of Meaning: Encountering Technology in South African Primary Education

Izak Van Zyl Izak Van Zyl,Amalia Sabiescu Amalia Sabiescu

doi:10.23962/10539/21654

Izak Van Zyl Izak Van Zyl, Amalia Sabiescu Amalia Sabiescu

Open Access

https://doi.org/10.23962/10539/21654

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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.

Highlights

Exploring the meaning of technology in primary education The long-term, design-based research study with South African primary school teachers, which generated the data on which this article is based, commenced in 2008 with the aim of examining the conditions through which teachers in so-called “disadvantaged” primary schools applied information and communication technologies (ICTs) in practice
The focus on educators in disadvantaged communities is of academic interest, because of the promise that ICT holds for such environments (Bladergroen et al, 2012)
We argue that a closer examination of teachers’ symbolic narratives can shed light on the reasons underpinning the processes of appropriation, integration -- or, alternatively, rejection -- of ICT in urban poor and under-resourced environments

Summary

Introduction

Exploring the meaning of technology in primary education The long-term, design-based research study with South African primary school teachers, which generated the data on which this article is based, commenced in 2008 with the aim of examining the conditions through which teachers in so-called “disadvantaged” primary schools applied information and communication technologies (ICTs) in practice. Symbolic narratives and the role of meaning: Encountering technology in South African primary education. 2. ICT for education in South African primary schools Information and communication technology is a broad and sometimes fuzzy term.

Results

Conclusion