Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/4609
Title: Can alignment of digital resources with needs produce a new curriculum theory for teaching?
Authors: Khoza, Simon Bheki 
Fomunyam, Kehdinga George 
Editors: Fomunyam, Kehdinga 
Simon, Khoza 
Keywords: Curriculum theory;Curriculum Theorising;Theoriser
Issue Date: 14-Dec-2020
Publisher: BRILL
Source: Khoza, S.B. and Fomunyam, K.G. 2020. Can alignment of digital resources with needs produce a new curriculum theory for teaching? In: Curriculum Theory, Curriculum Theorising, and the Theoriser. : 219-236. doi:10.1163/9789004447943_012
Abstract: 
Teaching and graduating students have become important responsibilities for academics, helping their universities to fulfil disciplinary, societal, and personal needs. Academics use digital resources to support their teaching processes, in order to increase the student completion rate for their universities, improving the world rankings with funding. Digital resources divided into hardware, software, and theories work well when they are aligned with relevant needs. Therefore, this chapter presents an interpretive case study of eight academics who taught students specialising in Curriculum Development at a university in South Africa. The study explored and understood the alignment of digital resources with human needs involved in the teaching of master of education (MEd) students. Semi-structured interviews, focus-group discussions, and document analysis were used for data generation. Purposive with convenience sampling was used to select the eight most accessible participants. The study revealed that, when digital resources were used for teaching, this created competing perceived and conceived spaces that had to be integrated into lived space. This chapter, consequently, recommends the understanding and the use of the lived space, which is capable of helping individuals to self-actualise and be able to address societal and disciplinary needs.
URI: https://hdl.handle.net/10321/4609
ISBN: 9789004447936
DOI: 10.1163/9789004447943_012
Appears in Collections:Research Publications (Academic Support)

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