|Published online: March 26, 2014||$US5.00|
The South African school curriculum has undergone major changes. At the same time, international emphasis on the importance of digital media literacy has found reflections locally in many calls for the development of a school digital media literacy program. The actual implementation thereof has, however, remained a problem. A digital media literacy program was developed for the purposes of this research to consider learning activities within digital media literacy. As will be indicated in this paper, this research focuses on three secondary schools’ Life Orientation teachers’ experiences of using the proposed digital media literacy program during their teaching of the Life Orientation curriculum. Data were collected through interviews, observation and learners’ verbalizations of their learning. Causal-based assertions were drawn from the data and then compared in a cross analysis of the three secondary schools participating in the research. An interpretative qualitative analysis was used to identify findings beyond the research questions. Quantitative research methods were used to drive the qualitative process. This paper offered a detailed discussion of the research methods and the application thereof in this research study. Within the exploratory context of the study it was shown to be clear that a qualitative research approach was more applicable than a quantitative approach to gain insight into the relevant phenomena. The employment of a logic model supported the efficient gathering of data, and the necessary steps were taken to increase the validity and reliability of the study.
|Keywords:||Education Reform, Curriculum and Instruction, Teachers’Content Knowledge, Digital Media Literacy Program, Life Orientation Curriculum|
Researcher, College of Human Sciences, University of South Africa, Pretoria, Gauteng, South Africa