| Title | Chapter 4: Information and communication technologies in the curriculum: Focusing on Geography education |
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| DOI | https://doi.org/10.4102/aosis.2025.BK501.04 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/501 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Vusi Mncube, Mzuyanda Percival Mavuso, Winston Hendricks & Charl Wolhuter (eds.). Licensee: AOSIS (Pty) Ltd. The moral rights of the editors and authors have been asserted. |
| Publisher | AOSIS |
| Published on | 2025-09-01 |
| Long abstract | This chapter examines the integration of information and communication technologies (ICTs) across the curriculum, with a particular focus on teaching Geography. It utilises interviews, observations and document reviews as data collection tools. The chapter is supported by the technological pedagogical and content knowledge substitution, augmentation, modification and redefinition model, which has proven to be a reliable framework for measuring the integration of ICTs across the curriculum. A qualitative approach was employed to gather the lived experiences of participants, including both learners and teachers. The purposive sampling technique was used to identify relevant participants. This chapter emphasises the importance of information and communication technology (ICT) integration in education, which is essential for equipping learners with the 21st-century ICT skills necessary for the Fourth Industrial Revolution (4IR) and Fifth Industrial Revolution (5IR), as well as for the job market and digital citizenship. The findings revealed that ICT integration in education enhances learners’ understanding of challenging concepts through virtual reality, while also improving their communication and research skills, and promoting self-paced learning. The findings revealed that through ICT integration, teachers can develop learners who are information seekers, critical thinkers and lifelong, inquiry-based learners. These students become resilient and adaptable in an ever-changing world characterised by complexities and uncertainties. By preparing for real-life challenges early on, learners gain a competitive advantage. They achieve this by utilising ICT tools such as YouTube, music, video games, songs, ChatGPT, the Siyavula App, Google Earth and Google Maps. These resources empower learners to generate knowledge while adopting human and environmentally friendly technologies to solve their problems. Consequently, teachers can implement learner-centred teaching using ICTs without compromising academic performance. |
| Print length | 24 pages |
| Language | English (Original) |
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Bongumusa Gubevu is a postdoctoral research fellow in the Faculty of Education at the University of Fort Hare, South Africa. Gubevu has a keen interest in applying Ubuntu philosophy to address issues in inclusive education. Additionally, Gubevu focuses on school leadership and management, as well as the integration of technology in learning and teaching. Gubevu holds a Doctor of Philosophy (PhD) in Education from theUniversity of Fort Hare, a Master of Business Administration (MBA) from the Management College of Southern Africa (MANCOSA), a Bachelor ofArts (BA) Honours (Hons) in Information Science from the University of South Africa (Unisa), a BA from Unisa and a Secondary Teacher’s Diplomafrom the Eshowe College of Education. Gubevu has published journal articles on the integration of technology in geography teaching and serves as a reviewer for an accredited Department of Higher Education and Training (DHET) journal.
Vusi Mncube is the Dean of the Faculty of Education at the University ofFort Hare. Mncube has extensively published on democracy and education, focusing on good governance, school governance, democracy in education and social justice. Within the realms of good governance and democracy, Mncube has authored numerous research articles in reputable academic journals. Additionally, he has supervised several MA and PhD studies. Mncube is also an expert on violence in schools, having published various research reports, articles and a book, with a second edition released in 2023. Mncube co-authored three books, the most recent being Violence in Schools: South Africa in an International Context (with CR Harber, 2018, Unisa Press), which won the prestigious Hiddingh-Currie Award at Unisa in 2018. In 2012, Mncube published Education, Democracy and Development: Does Education Contribute to Democratisation in Developing Countries? (with CR Harber, Symposium Books, Oxford, United Kingdom). That same year, Mncube and Clive Harber co-authored a Unisa report titled The Dynamics of Violence in South African Schools, published by Unisa Press in Pretoria. In response to the coronavirus disease 2019 (COVID-19) pandemic, Mncube published several articles on integrating information and communication technologies (ICTs) into teaching and learning in higher education institutions. Mncube also serves as a peer reviewer for various national and international journals.