ManuScript Details
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Paper Id:
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IJARW1263
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Title:
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VIRTUAL TEACHING AND LEARNING: A SAD REALITY OF THE ‘HAVES’ AND ‘HAVE NOTS’, THE TEACHER’S VOICE IN ZIMBABWE DURING COVID 19 PANDEMIC.
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| Published in: |
International Journal Of All Research Writings |
| Publisher: |
IJARW |
| ISSN: |
2582-1008 |
| Volume / Issue: |
Volume 1 Issue 12 |
| Pages: |
7
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| Published On: |
5/30/2020 9:04:06 PM (MM/dd/yyyy) |
Main Author Details
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Name:
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Tawanda Wallace Mataka |
| Institute: |
National University of Lesotho |
Co - Author Details
| Author Name |
Author Institute |
| Tawanda Mukurunge |
Limkokwing University of Creative Technology |
| Takura Bhila |
Limkokwing University of Creative Technology |
Abstract
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Research Area:
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Information Technology |
| KeyWord: |
Covid 19, marginalised, privileged, virtual learning, private schools, public schools, access, ‘have’ ‘have not’ epistemology. |
| Abstract: |
Access to technology and internet is a challenge to third world countries such as Zimbabwe, because they seem to view them as luxuries that can only be placed in a few selected government offices that exclude learning institutions. This paralysis has been exposed as education has taken a knock as the world grapples with the devastating effects of Covid 19. Virtual learning has become the game changer in all education systems globally. However, this may not be agreed upon in the Zimbabwean context. There are two categories in Zimbabwe; the ‘haves’ and the ‘have nots’ and schools are categorised as such. There are private schools for the ‘haves’ that can afford almost all education gadgets including online technologies and the public schools for the working class ‘have nots’ that almost have nothing and cannot afford the necessities afforded by private schools including online learning which is a basic necessity. This has resulted in a life-threatening dislocation for the learners and educators in making education accessible. It is against this background that this paper explores the best practices to enable equal access to both privileged and marginalised learners in Zimbabwean primary and secondary schools. The focus of the study is to scrutinise possibilities of bridging the technological disparities between privileged (private) and marginalised (public) schools so that there is equal access to education despite the type of school one is attending during times of pandemics such as Covid 19 and in normal times. Open ended questionnaires were distributed to generate data from teachers across Zimbabwe providing their views on the current virtual learning process and what they recommend going into the future. The data generated were presented and processed into themes. |
Citations
Copy and paste a formatted citation or use one of the links to import into a bibliography manager and reference.
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IEEE
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Tawanda Wallace Mataka, Tawanda Mukurunge, Takura Bhila, "VIRTUAL TEACHING AND LEARNING: A SAD REALITY OF THE ‘HAVES’ AND ‘HAVE NOTS’, THE TEACHER’S VOICE IN ZIMBABWE DURING COVID 19 PANDEMIC.", International Journal Of All Research Writings,
vol. 1, no. 12, pp. 8-14, 2020.
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MLA
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Tawanda Wallace Mataka, Tawanda Mukurunge, Takura Bhila "VIRTUAL TEACHING AND LEARNING: A SAD REALITY OF THE ‘HAVES’ AND ‘HAVE NOTS’, THE TEACHER’S VOICE IN ZIMBABWE DURING COVID 19 PANDEMIC.." International Journal Of All Research Writings,
vol 1, no. 12, 2020, pp. 8-14.
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APA
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Tawanda Wallace Mataka, Tawanda Mukurunge, Takura Bhila (2020). VIRTUAL TEACHING AND LEARNING: A SAD REALITY OF THE ‘HAVES’ AND ‘HAVE NOTS’, THE TEACHER’S VOICE IN ZIMBABWE DURING COVID 19 PANDEMIC.. International Journal Of All Research Writings,
1(12), 8-14.
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VIRTUAL TEACHING AND LEARNING: A SAD REALITY OF THE ‘HAVES’ AND ‘HAVE NOTS’, THE TEACHER’S VOICE IN ZIMBABWE DURING COVID 19 PANDEMIC.
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VIRTUAL TEACHING AND LEARNING: A SAD REALITY OF THE ‘HAVES’ AND ‘HAVE NOTS’, THE TEACHER’S VOICE IN ZIMBABWE DURING COVID 19 PANDEMIC.
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