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This book offers an important overview of technology-enhanced
education in Southern Africa. With original research from Malawi,
Mauritius, Namibia, South Africa, Tanzania and Zimbabwe, this book
provides in-depth scientific scholarship focused on the dynamic
multimodal learning environments in the region. With the onset of
the COVID-19 pandemic, the world has largely had to adjust to
remotelearning. Hence, the editors and contributors pull together
important research on digital pedagogies and assessment to
demonstrate how technology can be effectively employed for
multimodal learning environments within the Southern African
context. This book will be of interest and value to scholars of
digital education, multimodal learning and education within
Southern Africa and beyond.
This book relates to the experiences and initiatives of teacher
education institutions in the Southern Africa region to empower
teachers to cope with teaching and learning in the digital age. The
book covers the impacts of digital technologies on the teaching and
learning process. Online and blended learning, digital pedagogies,
the design of curricula and learning experiences to address the
learning needs and profile of learners are considered in this book.
Furthermore, the way in which pre- and in-service teachers learn
about alternative modes of assessment will also be considered. In
this regard, innovative concepts such as renewable and situated
assessments, multimodal assessments, digital storytelling and
e-portfolios, amongst others, were explored.
This book relates to the experiences and initiatives of teacher
education institutions in the Southern Africa region to empower
teachers to cope with teaching and learning in the digital age. The
book covers the impacts of digital technologies on the teaching and
learning process. Online and blended learning, digital pedagogies,
the design of curricula and learning experiences to address the
learning needs and profile of learners are considered in this book.
Furthermore, the way in which pre- and in-service teachers learn
about alternative modes of assessment will also be considered. In
this regard, innovative concepts such as renewable and situated
assessments, multimodal assessments, digital storytelling and
e-portfolios, amongst others, were explored.Â
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