English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

COVID-19 is affecting the functioning of most countries globally, creating a situation now described as the “new normal”—a time of unexpected educational change. The national lockdown, accompanied by the closure of educational institutions, brought economic hardship and deepened the digital divide between the rich and the poor. Educational institutions capable of transitioning to an online mode of delivery made that shift, while the majority of South Africa’s schools remained excluded due to poverty and lack of technological infrastructure. The educational sector is at wits’ end to find strategies to curtail the growing digital divide. This paper offers a digital resource mobilisation approach as framework to keep schools on the path to achieving the National Development Plan’s aim of ICT capacitation. To consider developmental possibilities and respond to the digital exclusion of township schools, we asked the question: “What are the online teaching and learning experiences of school stakeholders?” Responses to this question assisted development of a digital resource mobilisation theory that is offered as a viable approach to digital inclusion and social change. Data were collected by telephonic interviews with three teachers, three learners, three school governing body parents, and one school principal. Based on the findings, recommendations for digital inclusion are suggested.

Towards a Digital Resource Mobilisation Approach for Digital Inclusion During COVID-19 and Beyond: A Case of a Township School in South Africa