The use of google classroom as an alternative multimodal praxis to enhance teaching and learning at selected King Cetshwayo District Schools, South Africa
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Date
2025
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University of Zululand
Abstract
This study explored the use of Google Classroom as an alternative multimodal praxis to enhance teaching and learning at selected King Cetshwayo District, KwaZulu Natal schools in South Africa. The study sought to demonstrate the best pedagogic practices associated with the COVID-19 pandemic and uncertain use of face-face pedagogic modalities. The theory underpinning this study is “Space of Flows” which is conceptualised as a social interaction organised for individual or social networks that melts the geo-social space and aligns with virtual connection. This study was grounded in qualitative research design and embraced a transformative paradigm. The Participatory Action Learning and Action Research (PALAR) was adopted as a methodological approach. The study used virtual focus group discussions to generate research data. Multimodal Discourse Analysis (MDA) was used for the analysis and interpretation of data to arrive at the following findings: Google Classroom was found to be a pedagogic tool that enables learners to engage in online teamwork and cope with the learning process; the ICT learning competencies were enhanced through the online teaching and learning platforms. Limitations were noted notwithstanding realities of Wi-Fi or internet connectivity especially during the use of Google Classroom as an online learning platform. Recommendations pointed to continuing professional teacher development programmes to capacitate educators on integration of ICT into teaching and learning practices.
Description
Dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Educational Planning and Management at the University of Zululand, South Africa [2025].