Abstract

As the pandemic spread, it placed immense pressure on the transformation of the education sector and pushed the sector to fast-track their digital education strategy, especially sharing resources and embracing ubiquitous learning. This necessitated digital transformation, inclusive pedagogies, and reliable connectivity. However, the education sector finds the transition from the legacy traditional face-to-face approach to digital education daunting. The ongoing digital skills dearth among teachers threatens the e-education and equitable educational provisioning agenda of the South African National Development Plan 2030i. In turn, this has a huge impact on learners in the public-school system, who must develop their digital skills and competencies to effectively participate in the global economy, technology sector, and social entrepreneurial activities. The intersection of digital skills and entrepreneurship have been the engine for creating new jobs, advancing innovation and enhancing productivity. These three constructs, the creation of new jobs, advancing innovation, and enhancing productivity, are the imperatives of the National Development Plan 2030. While the primary focus is on digital transformation as an education imperative, this paper used Bernstein’s pedagogic device lens to examine the larger context and framing of digitalisation in education and cultural capital to discern ways in which competencies (the ecosystem of knowledge and skills) may be developed within the existing culture in the public-school system. Digitalisation in education entails a shift from the traditional face-to-face and often ‘brick and mortar’ based approach to a hybrid approach to enhance access and learners’ experience. Furthermore, this study answered questions about the relationship of the technology to teaching and learning. This is driven by increasingly digitally savvy learners, their complex needs, and the demand for ubiquitous access to education. In reviewing the concept of digitalisation, the author noted that there is a need for a digital transformation framework guided by research-informed best practices on the intersection of digitalisation and initial teacher education. In addition, digital technologies play a huge role in inclusivity and epistemic access and has far-reaching effects on social and economic inequalities.

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