Exploring the mediating of grade 12 history teaching and learning through the use of the internet-based resources in a public high school in KwaZulu-Natal : a case study of a high school in eThekwini South.
Tshabalala, Dongwa Timothy.
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The study uses a case study of a public high school in Ethekwini (Durban) south in KwaZulu-Natal to find out about the mediating of Grade 12 History teaching and learning through the use of the Internet-based resources. The researcher taught History for more than seventeen years in a disadvantaged high school. In all those years he noticed that the allocation of resources in schools was done according to subjects offered. In his observation, History is perceived as the less demanding of them all. As a result of that when best technologically enhanced teaching resources are distributed it is often left behind. Literature also confirm that History is marginalised in schools as teachers do not use electronic or technologically enhanced resources to tackle higher order skills (Guy, 2002; Rapoussi & Tutiaux-Guillon, 2010; Zhao, 2004). The study employs qualitative interpretive strategy as it may help in revealing personal preferences and experiences of individual participants. The study frames its theory on Entertainment-Education Theory as it relates to its questions. Data was generated through semi-structured interviews of two Grade 12 History teachers; document analysis and observation were used as they compliment interviews. The purpose of this study is to explore the mediating of Grade 12 History teaching and learning through the use of the Internet-based resources in a public high school, find out how these resources are used and why they are used by teachers. Guided analyses were used in this study as it came from its theory and data generated. Results signalling identified themes were reported. The findings of the study indicated that teachers mediate teaching and learning through the use of the Internet-based resources to enhance teaching and learning. The study further revealed that there is a need and awareness for teachers to develop their skills in using these resources. The study concluded with recommending that there is a need to mediate History teaching and learning to address the 21st century skills with diverse challenges. These findings may be used by the Department of Education, schools, teachers, universities, parents, learners, and other relevant stake-holders.