Manuscript Details - IJARW1263

ManuScript Details
Paper Id: IJARW1263
Title: VIRTUAL TEACHING AND LEARNING: A SAD REALITY OF THE ‘HAVES’ AND ‘HAVE NOTS’, THE TEACHER’S VOICE IN ZIMBABWE DURING COVID 19 PANDEMIC.
Published in: International Journal Of All Research Writings
Publisher: IJARW
ISSN: 2582-1008
Volume / Issue: Volume 1 Issue 12
Pages: 7
Published On: 5/30/2020 9:04:06 PM      (MM/dd/yyyy)
Main Author Details
Name: 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
Research Area: 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.
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IEEE
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.
MLA 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.
APA 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.
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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