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A Legacy of Leadership
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The purpose of AECT at 100: A Legacy of Leadership is to highlight the Association for Educational Communications and Technology’s 100 years of leadership in educational technology and learning. AECT has a rich history, evolving from the National Education Association’s (NEA) Department of Visual Instruction (DVI) and later the Department of Audio-Visual Instruction (DAVI). Over its 100 years, AECT and its members have had a substantial impact on the evolution of American educational technology and learning, including in the areas of audiovisual instruction, instructional design, and online learning.
AECT at 100: A Legacy of Leadership brings together writers and experts in the organization to explore various periods of history within the field and how AECT and its membership stood as a leader within the field. Topics such as the visual instruction, the audiovisual movement, leadership development, programmed instruction, diversity leadership with the Minorities in Media Affiliate and Culture, Learning, and Technology Division, ethics, and social justice are explored. Additionally, a number of leaders are explored from the early days of AECT such as James Finn, F. Dean McClusky, Edgar Dale, and Elizabeth Golterman all the way to recent leaders such as Rob Branch, Kay Persichitte, and Sharon Smaldino.
AECT at 100: A Legacy of Leadership brings together writers and experts in the organization to explore various periods of history within the field and how AECT and its membership stood as a leader within the field. Topics such as the visual instruction, the audiovisual movement, leadership development, programmed instruction, diversity leadership with the Minorities in Media Affiliate and Culture, Learning, and Technology Division, ethics, and social justice are explored. Additionally, a number of leaders are explored from the early days of AECT such as James Finn, F. Dean McClusky, Edgar Dale, and Elizabeth Golterman all the way to recent leaders such as Rob Branch, Kay Persichitte, and Sharon Smaldino.
A Legacy of Leadership
Volume Editors:
, , , , and
The purpose of AECT at 100: A Legacy of Leadership is to highlight the Association for Educational Communications and Technology’s 100 years of leadership in educational technology and learning. AECT has a rich history, evolving from the National Education Association’s (NEA) Department of Visual Instruction (DVI) and later the Department of Audio-Visual Instruction (DAVI). Over its 100 years, AECT and its members have had a substantial impact on the evolution of American educational technology and learning, including in the areas of audiovisual instruction, instructional design, and online learning.
AECT at 100: A Legacy of Leadership brings together writers and experts in the organization to explore various periods of history within the field and how AECT and its membership stood as a leader within the field. Topics such as the visual instruction, the audiovisual movement, leadership development, programmed instruction, diversity leadership with the Minorities in Media Affiliate and Culture, Learning, and Technology Division, ethics, and social justice are explored. Additionally, a number of leaders are explored from the early days of AECT such as James Finn, F. Dean McClusky, Edgar Dale, and Elizabeth Golterman all the way to recent leaders such as Rob Branch, Kay Persichitte, and Sharon Smaldino.
AECT at 100: A Legacy of Leadership brings together writers and experts in the organization to explore various periods of history within the field and how AECT and its membership stood as a leader within the field. Topics such as the visual instruction, the audiovisual movement, leadership development, programmed instruction, diversity leadership with the Minorities in Media Affiliate and Culture, Learning, and Technology Division, ethics, and social justice are explored. Additionally, a number of leaders are explored from the early days of AECT such as James Finn, F. Dean McClusky, Edgar Dale, and Elizabeth Golterman all the way to recent leaders such as Rob Branch, Kay Persichitte, and Sharon Smaldino.
A Mexican Account
Over the past few decades, it has become increasingly frequent to come across the co-existence of multiple large-scale assessment surveys within national, subnational, or local settings. Despite the overlapping of tests, time, efforts, and economic resources invested in these “assessment assemblages”, much remains to be learned about their origins, development, tensions, frictions, outcomes, and challenges. Harmony and Cacophony in Large-scale Assessments in Education delves into these issues via a critical lens and offers a case in point against which readers can place their own situations. In other words, it serves as an empirically grounded thinking toolbox to help readers problematize emerging, ongoing, or upcoming challenges related to their large-scale assessment settings.
A Mexican Account
Over the past few decades, it has become increasingly frequent to come across the co-existence of multiple large-scale assessment surveys within national, subnational, or local settings. Despite the overlapping of tests, time, efforts, and economic resources invested in these “assessment assemblages”, much remains to be learned about their origins, development, tensions, frictions, outcomes, and challenges. Harmony and Cacophony in Large-scale Assessments in Education delves into these issues via a critical lens and offers a case in point against which readers can place their own situations. In other words, it serves as an empirically grounded thinking toolbox to help readers problematize emerging, ongoing, or upcoming challenges related to their large-scale assessment settings.
Management, Facilitation, and Best Practices
Today’s teachers are charged with not only finding meaningful ways to integrate student use of technology in their classrooms, but also ways to more authentically assess student learning. The advancements in video technology have made classroom video production activities both affordable and feasible.
Collaborative Video Production (CVP) is a method of increasing higher order thinking, engagement, collaboration, and technology through the creation of video. The information provided in this book about the seven-step process of CVP, stems from both field research and practical classroom application. The video production process and the corresponding activities that are described by Joe P. Gaston and Byron Havard have been successfully conducted with students from elementary grades through higher ed. The focus of this book is on how to manage and facilitate CVP projects in the classroom.
Educators who are interested in more authentically engaging and assessing students' understanding of academic content will find this book to be of great benefit.
Collaborative Video Production (CVP) is a method of increasing higher order thinking, engagement, collaboration, and technology through the creation of video. The information provided in this book about the seven-step process of CVP, stems from both field research and practical classroom application. The video production process and the corresponding activities that are described by Joe P. Gaston and Byron Havard have been successfully conducted with students from elementary grades through higher ed. The focus of this book is on how to manage and facilitate CVP projects in the classroom.
Educators who are interested in more authentically engaging and assessing students' understanding of academic content will find this book to be of great benefit.
Management, Facilitation, and Best Practices
Today’s teachers are charged with not only finding meaningful ways to integrate student use of technology in their classrooms, but also ways to more authentically assess student learning. The advancements in video technology have made classroom video production activities both affordable and feasible.
Collaborative Video Production (CVP) is a method of increasing higher order thinking, engagement, collaboration, and technology through the creation of video. The information provided in this book about the seven-step process of CVP, stems from both field research and practical classroom application. The video production process and the corresponding activities that are described by Joe P. Gaston and Byron Havard have been successfully conducted with students from elementary grades through higher ed. The focus of this book is on how to manage and facilitate CVP projects in the classroom.
Educators who are interested in more authentically engaging and assessing students' understanding of academic content will find this book to be of great benefit.
Collaborative Video Production (CVP) is a method of increasing higher order thinking, engagement, collaboration, and technology through the creation of video. The information provided in this book about the seven-step process of CVP, stems from both field research and practical classroom application. The video production process and the corresponding activities that are described by Joe P. Gaston and Byron Havard have been successfully conducted with students from elementary grades through higher ed. The focus of this book is on how to manage and facilitate CVP projects in the classroom.
Educators who are interested in more authentically engaging and assessing students' understanding of academic content will find this book to be of great benefit.
South Africa's democratic government inherited a divided and unequal system of education. Under apartheid, South Africa had nineteen different educational departments separated by race, language, geography and ideology. This education system prepared learners in different ways for the positions they were expected to occupy in social, economic and political life under apartheid and was funded and resourced in ways that favoured white people and disadvantaged black people who remain in the working class. The newly elected democratic government in 1994 laid a foundation for a single national education system. Twenty-five years after the dawn of democracy, education is still in a parlous state in many communities in South Africa, but it is in the rural areas mainly in the former homelands that learners are most disadvantaged.
Contributors are: Olufemi Timothy Adigun, Oluwatoyin Ayodele Ajani, Alan Bhekisisa Buthelezi, Joyce Phikisile Dhlamini, Bongani Thulani Gamede, Samantha Govender, Lawrence Kehinde, Nontobeko Prudence Khumalo, Primrose Ntombenhle Khumalo, Azwidohwi Philip Kutame, Manthekeleng Linake, Sive Makeleni, Nkhensani Maluleke, Bothwell Manyonga, Mncedisi Christian Maphalala, Takalani Mashau, Hlengiwe Romualda Mhlongo, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Nicholus Tumelo Mollo, Ramashego Shila Mphahlele, Fikile Mthethwa, Grace Matodzi Muremela, Edmore Mutekwe, Nokuthula Hierson Ndaba, Clever Ndebele, Thandiwe Nonkululeko Ngema, Phiwokuhle Ngubane, Sindile Ngubane, Dumisani Nzima, Livhuwani Peter Ramabulana, and Maria Tsakeni.
Contributors are: Olufemi Timothy Adigun, Oluwatoyin Ayodele Ajani, Alan Bhekisisa Buthelezi, Joyce Phikisile Dhlamini, Bongani Thulani Gamede, Samantha Govender, Lawrence Kehinde, Nontobeko Prudence Khumalo, Primrose Ntombenhle Khumalo, Azwidohwi Philip Kutame, Manthekeleng Linake, Sive Makeleni, Nkhensani Maluleke, Bothwell Manyonga, Mncedisi Christian Maphalala, Takalani Mashau, Hlengiwe Romualda Mhlongo, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Nicholus Tumelo Mollo, Ramashego Shila Mphahlele, Fikile Mthethwa, Grace Matodzi Muremela, Edmore Mutekwe, Nokuthula Hierson Ndaba, Clever Ndebele, Thandiwe Nonkululeko Ngema, Phiwokuhle Ngubane, Sindile Ngubane, Dumisani Nzima, Livhuwani Peter Ramabulana, and Maria Tsakeni.
South Africa's democratic government inherited a divided and unequal system of education. Under apartheid, South Africa had nineteen different educational departments separated by race, language, geography and ideology. This education system prepared learners in different ways for the positions they were expected to occupy in social, economic and political life under apartheid and was funded and resourced in ways that favoured white people and disadvantaged black people who remain in the working class. The newly elected democratic government in 1994 laid a foundation for a single national education system. Twenty-five years after the dawn of democracy, education is still in a parlous state in many communities in South Africa, but it is in the rural areas mainly in the former homelands that learners are most disadvantaged.
Contributors are: Olufemi Timothy Adigun, Oluwatoyin Ayodele Ajani, Alan Bhekisisa Buthelezi, Joyce Phikisile Dhlamini, Bongani Thulani Gamede, Samantha Govender, Lawrence Kehinde, Nontobeko Prudence Khumalo, Primrose Ntombenhle Khumalo, Azwidohwi Philip Kutame, Manthekeleng Linake, Sive Makeleni, Nkhensani Maluleke, Bothwell Manyonga, Mncedisi Christian Maphalala, Takalani Mashau, Hlengiwe Romualda Mhlongo, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Nicholus Tumelo Mollo, Ramashego Shila Mphahlele, Fikile Mthethwa, Grace Matodzi Muremela, Edmore Mutekwe, Nokuthula Hierson Ndaba, Clever Ndebele, Thandiwe Nonkululeko Ngema, Phiwokuhle Ngubane, Sindile Ngubane, Dumisani Nzima, Livhuwani Peter Ramabulana, and Maria Tsakeni.
Contributors are: Olufemi Timothy Adigun, Oluwatoyin Ayodele Ajani, Alan Bhekisisa Buthelezi, Joyce Phikisile Dhlamini, Bongani Thulani Gamede, Samantha Govender, Lawrence Kehinde, Nontobeko Prudence Khumalo, Primrose Ntombenhle Khumalo, Azwidohwi Philip Kutame, Manthekeleng Linake, Sive Makeleni, Nkhensani Maluleke, Bothwell Manyonga, Mncedisi Christian Maphalala, Takalani Mashau, Hlengiwe Romualda Mhlongo, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Nicholus Tumelo Mollo, Ramashego Shila Mphahlele, Fikile Mthethwa, Grace Matodzi Muremela, Edmore Mutekwe, Nokuthula Hierson Ndaba, Clever Ndebele, Thandiwe Nonkululeko Ngema, Phiwokuhle Ngubane, Sindile Ngubane, Dumisani Nzima, Livhuwani Peter Ramabulana, and Maria Tsakeni.
Abstract
The provision of basic education for all children in South African rural schools is regulated and guided by South African education law, policies and plans. These regulating and guiding documents provide for a provision of education that promotes social justice. Social justice in education refers to a commitment to challenging social, cultural and economic inequalities imposed on individuals from any differential distribution of power, resources and privilege. The Department of Basic Education (DBE) is responsible for implementing the applicable law, policies and plans to provide education and promote social justice in approximately 11,252 schools in rural areas across the country. Social justice consolidates the rights of every person in the country and affirms the democratic values of human dignity, equality and freedom (Section 2 of the Constitution of the Republic of South Africa of 1996). The current incidents regarding the violation of human rights in rural schools are against the promotion of human rights provided by Chapter 2 (Bill of Rights) of the Constitution of the Republic of South Africa of 1996. The following five research questions are addressed using legal, policy, and academic documents and plans analysed through document analysis: How is social justice promoted through meaningful access to education in rural schools? How does educational inequality affect rural education? How do the factors such as religion, politics, socio-economic affairs and culture influence rural education? How do class, race, gender and LGBTQ status affect rural education? How are digital access and equity promoted in rural schools? This chapter is underpinned by the theory of social justice as developed by Robert Nozick (Nozick, 1974) and John Rawls (Rawls, 1999). It provides recommendations on how social justice can be promoted in rural schools of South Africa. The main finding is that the State has had some achievements, but a lot still needs to be done in the provision of basic education in rural public schools. The main recommendation is that the State should effectively use the applicable law, policies and plans to promote social justice in rural communities and schools.
Abstract
Most rural schools are victims of poor planning coupled with a lack of oversight from leadership of the school management team (SMT). However, the classification of schools as Section 21 without function C exacerbated the challenge of poor resource provision experienced by rural schools. Most Section 21 schools are rural, semi-rural, semi-urban and farm schools that experience the worst form of financial and physical resource deprivation. This study seeks to understand bottlenecks that derail equitable resource allocation and distribution to these schools. The Department of Basic Education (DBE) delegates fiduciary responsibility to the SMT to address all matters related to resource allocation guided by equity and social justice principles. Critical emancipatory research underpins this study and uses the contextual approach to unpack underlying assumptions that hinder equitable resource allocation within the schools in a rural context. There is also troubling evidence of a disconnect between the DBE and SMT, enabling the deliberate sabotage of rural education. Financial and physical resource allocation to rural schools provides extra motivation for school functionality by linking resources and learning. Rural schools, by design, are facing a plethora of challenges to resource allocation while the government opened up a policy of access to redress past imbalances.
Abstract
Stakeholder’s participation in rural school education is crucial. This study seeks to investigates the impact of stakeholder’s participation in rural school education in South Africa. Stakeholder involvement is when people are working together, using their resources to achieve common goals. The framework of quality education is one which meets the school needs due to proper stakeholder participation. This framework fosters the ability of learners to acquire knowledge of the twenty-first century (Stone et al., 2007). The findings showed that stakeholders in education comprise parents, community leaders, government and business personnel. All of these participants have various roles to play in enhancing the quality of rural education. Child-headed households remain a challenge as to whether the heading children are part of the stakeholders as parents or as learners. Child-headed households are described by Le Roux-Kemp (2013) as households where older child/children assume most of the parental responsibilities due to the death, illness or incapacitation of that child/children’s parent(s) or another adult caregiver. In this chapter a child-headed household is a home where there are no adult carers and children live on their own. Normally, an older child will care for siblings, cousins, nephews or nieces. These situations are common in areas or regions affected by genocide or war. Findings also showed that rural schools focus on support from the government and big businesses, ignoring support from small businesses, such as farmers and taxi operations. The study recommends the review of the policy and the establishment of proper partnerships with various stakeholders in order to access resources.
Abstract
Access to quality education is recognised globally as a fundamental human right with no exceptions for socio-economic background, location, gender or race. Besides education being instrumental in reducing inequality in every society, it is also central to the achievement of almost all of the UN Sustainable Development Goals (SDG s). However, integrating educators into the school system in South Africa in order to achieve the SDG s has generated concern. Hence, this chapter focused on examining the nature and extent of the induction of novice educators in rural schools as the praxis of redefining rural education in South Africa. This chapter employed a mixed-method research approach, and its design was grounded within the post-positivism paradigm. A self-developed questionnaire and individual interviews were used to collect data from 33 novice teachers in ten rural schools in the Mvudi Circuit of Limpopo for the quantitative phase, while nine novice educators were interviewed for the qualitative phase. Frequency distributions and a thematic analysis were employed to analyse the generated data. Two research questions were asked and answered. The findings established that the novice educators were merely introduced into the teaching profession and not properly inducted, with mentors or line managers assigned to the newly employed teachers. Also, many school authorities in rural communities have not seen the need for the proper induction of newly employed teachers as essential for the teaching profession. By implication, these novice educators are central to redefining rural education in South Africa; hence their personal and professional needs must be met through proper induction. The conclusion is that school authorities must provide the needed support for new teachers by appointing mentors or line managers for their first two years on the job.