Plagiarism and AI Content Detection Report

EII ASS 4 2024.docx

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Plagiarism Detection AI Content Detection

Types of plagiarism Words Text coverage Words

Identical 10.5% 305 AI text 15.1% 440

17.2% Minor Changes 2.7% 79 15.1% Human text 84.9% 2469
Paraphrased 4% 116
Omitted Words 0% 0 Learn more

Plagiarism Results: (34)

Copyleaks Internal Database 7.8%

1. I know that plagiarism means taking and using the ideas, writings, works or inventions of another as if they
were one’s own.

Copyleaks Internal Database 7.8%

1. I know that plagiarism means taking and using the ideas, writings, works or inventions of another as if they
were one’s own.

Copyleaks Internal Database 7.8%

1. I know that plagiarism means taking and using the ideas, writings, works or inventions of another as if they
were one’s own.

Copyleaks Internal Database 7.4%

1. I know that plagiarism means taking and using the ideas, writings, works or inventions of another as if they
were one’s own.

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Results

Copyleaks Internal Database 7.4%

1. I know that plagiarism means taking and using the ideas, writings, works or inventions of another as if they
were one’s own.

Copyleaks Internal Database 7%

1. I know that plagiarism means taking and using the ideas, writings, works or inventions of another as if they
were one’s own.

Copyleaks Internal Database 7%

1. I know that plagiarism means taking and using the ideas, writings, works or inventions of another as if they
were one’s own.

Copyleaks Internal Database 7%

1. I know that plagiarism means taking and using the ideas, writings, works or inventions of another as if they
were one’s own.

Copyleaks Internal Database 7%

1. I know that plagiarism means taking and using the ideas, writings, works or inventions of another as if they
were one’s own.

(Solved) - Data analysis is an important process in conducting research a… 6.3%

https://www.transtutors.com/questions/data-analysis-is-an-important-process-in-conducting-research-as-it-e…
We store cooki...

(PDF) PLAGIARISM DECLARATION | Vuvu Mwanda - Academia.edu 6.2%

https://www.academia.edu/36403012/plagiarism_declaration
Academia.edu no longer supports Internet Explorer. To browse Academia.edu and the wider internet faster
and more securely, p...

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Results

1765 6.2%
https://journal.unnes.ac.id/nju/kemas/article/downloadsuppfile/11739/1765
FREE PLAGIARISM LETTER 1. I know that plagiarism means taking and using the ideas, writings, works or
inventions of another as if they w...

Declaration_of_Plagiarism.doc 6.2%
https://emitter.pens.ac.id/declaration_of_plagiarism.doc
DECLARATION OF PLAGIARISM 1. I know that plagiarism means taking and using the ideas, writings, works or
inventions of another as if they...

Copyleaks Internal Database 5.9%

1. I know that plagiarism means taking and using the ideas, writings, works or inventions of another as if they
were one’s own.

Copyleaks Internal Database 5.9%

1. I know that plagiarism means taking and using the ideas, writings, works or inventions of another as if they
were one’s own.

Copyleaks Internal Database 5.9%

1. I know that plagiarism means taking and using the ideas, writings, works or inventions of another as if they
were one’s own.

Copyleaks Internal Database 5.9%

1. I know that plagiarism means taking and using the ideas, writings, works or inventions of another as if they
were one’s own.

6338 5%
https://www.j-humansciences.com/ojs/index.php/ijhs/article/download/2212/877/6338
Volume: 9 Issue: 1 Year: 2012 A critical look at the theories of sociology of education Mustafa Sever 1 Abstract
This paper sets out t...

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268072724.pdf 5%
https://core.ac.uk/download/pdf/268072724.pdf
View metadata, citation and similar papers at core.ac.uk brought to you by Volume: 9 Issue: 1 Year: 2012 A
critical look at the theori...

Copyleaks Internal Database 2.5%

No introduction available.

Copyleaks Internal Database 2.3%

No introduction available.

Copyleaks Internal Database 2.3%

No introduction available.

Microsoft Word - MSI NATIONAL CONFERENCE BOOK final.docx 1.1%

https://www.msijanakpuri.com/wp-content/uploads/2021/08/msi-national-conference-book-2021.pdf
DIGITAL ENTREPRENEURSHIP Chief EditorsEditors Prof. Harish Singh Dr. Neetu Anand Dr. Preeti Malik Ms.
Kanika Kundu Dr. Anviti Rawat Ms. ...

(PDF) Boosting Learner Involvement: A Critical Examination Of Pedagogic… 1%

https://www.researchgate.net/publication/380537369_boosting_learner_involvement_a_critical_examination_…
ArticlePDF AvailableBoosting Learner Involvement: A Critical Examination Of Pedagogical Initiatives And ICT
Tools April 2024 Educati...

Copyleaks Internal Database 1%

No introduction available.

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Results

Copyleaks Internal Database 1%

No introduction available.

The Bad Boy's Chase - Wattpad 1%

https://www.wattpad.com/1028621063-the-bad-boy's-chase
...

Boosting Learner Involvement: A Critical Examination of Pedagogical Init… 0.9%

https://kuey.net/index.php/kuey/article/view/1980
Main Navigation Main Content Sidebar Regist...

Copyleaks Internal Database 0.8%

Learning with technology: using computers as cognitive tools.

Copyleaks Internal Database 0.8%

Learning with technology: using computers as cognitive tools.

Copyleaks Internal Database 0.8%

Learning with technology: using computers as cognitive tools.

Copyleaks Internal Database 0.6%

Educational research: A review and an interpretation.

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Results

Copyleaks Internal Database 0.6%

Educational research: A review and an interpretation.

Copyleaks Internal Database 0.6%

No introduction available.

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 Bachelor of Education Honours 2024

Kelvin Mandere

Student Number: G24M5183

EDUCATIONAL ISSUES AND IDEAS (IIE)

Associate Professor Lausanne Olvitt

Mr. Ejay Ferris

Mr. Sean Nkosi

Assignment 4
Due Date: 2 September 2024
PLAGIARISM DECLARATION

1. I know that plagiarism means taking and using the ideas, writings, works or inventions of
another as if they were one’s own. I know that plagiarism not only includes verbatim
copying, but also the extensive use of another person’s ideas without proper
acknowledgement (which includes the proper use of quotation marks). I know that
plagiarism covers this sort of use of material found in textual sources and from the Internet.

2. I acknowledge and understand that plagiarism is wrong.

3. I understand that my research/assignment must be accurately referenced. I have

followed the rules and conventions concerning referencing, citation and the use of
quotations as set out in the Education Department Referencing Guide.

4. This assignment is my own work, or my group’s own unique group assignment. I

acknowledge that copying someone else’s assignment, or part of it, is wrong, and that
submitting identical work to others constitutes a form of plagiarism.

5. I have not allowed, nor will I in the future allow, anyone to copy my work with the intention
of passing it off as their own work.

6. Where I have used AI tools, they were used in accordance with what has been stipulated
in the BEd Honours programme

Signed K.Mandere.

Date 2/09/2024
1. EDUCATIONAL ISSUE
The absence of infrastructure to support integration of ICT in teaching and learning.

Description of issue

"According to Shokeen et al. (2022), ICT (Information, communication technology refers to

all the technologies that provide access to information through telecommunications. It is
similar to Information technology, but primarily focuses on communication technologies. It
includes Hardware, Software, network, data, communication and people.

In the context of my current workplace, which is a Registered Private School, the absence
of infrastructure to support teaching and learning through ICTs is a cause of concern. The
school ranges from Grade 0 to 7 with 297 foundation phase learners (Grade 0-3) and 90
Intermediate phase learners (Grade 4-6) and 21 senior phase learners (Grade 7)
totaling 408 learners. There is a total of 12 educators. The school is operating in Alice town,
a rural area in the Eastern Cape.

Teaching and learning are primarily conducted through the traditional method of a teacher
instructing from the front of the classroom using a chalkboard and textbook. There is no
computer lab at the school. There is a library which is a walking distance from the school
where 2 teachers from the intermediate and senior phase go with their students to engage
in projects which require internet for research activities. The library computers are 7. The
intermediate and senior phase learners are mostly technologically savvy and do not find it
difficult to navigate the internet and look for information.
A majority of educators do not possess laptops and incorporate ICT in the teaching and
learning process by asking the administrator to:
 Download and print annual teaching plans, past exam papers and mark schedules
from the department of Education
 Photocopy work for learners
Reasons for choosing this issue

The learners at our school display signs of demotivation and a lack of focus in the learning
process starting from the intermediate phase. Our senior class, particularly grade 7
presents significant behavioral challenges and is always difficult to manage. However, there
is an improvement in engagement and productivity when students work on projects and
assignments at the library where they utilize computers for research as shown below:
 Other reasons why I chose this issue :

 Different children have different learning needs. Incorporating ICT in learning can help
educators identify these easily. Learning applications like IXL personalise instruction and
pinpoint trouble areas for each learner.
 The reward systems embedded in tools like IXL have the potential to increase students’
engagement and consequently improve grades.
 Learners appear to be motivated whenever they learn outside of the “traditional classroom
setting” where the educator stands in front of the classroom in a lecture-style manner.
Relevance to the quality of the South African education system.

We are currently living in a digital age where technology is rapidly evolving. Preparing
students at an early age has the potential to prepare and equip them with the necessary
skills to fit in the demanding work environment.

Incorporating ICTs into teaching and learning can greatly enhance educators' access to vast
amounts of information, thereby improving the overall teaching process. This promotes
ongoing training and development of teachers and consequently educational quality is
improved.
2. PSYCHOLOGY

To analyze the impact of my selected issue (Absence of infrastructure to support ICT in

teaching and learning) on quality education I chose to view it thought the lens of
Vygotsky’s sociocultural theory.

Zone of Proximal Development

According to Vygotsky, the zone of proximal development refers to the difference between
what a learner can achieve independently and what they can accomplish with the guidance
of more knowledgeable others, such as educators and ICT tools. The absence of ICT
infrastructure implies that learners are deprived of the benefits that technology offers,
including interactive learning experiences, personalized tools, and access to vast
knowledge resources. Consequently, the gap between what a student currently knows and
the additional knowledge that ICT can provide remains unfilled thereby affecting educational
quality negatively.

An example would include educational software like IXL which adopts to a learner’s
knowledge level and provides a step-by-step guidance to answer Mathematic questions
cannot be utilized in a traditional classroom setting without ICT support.

Scaffolding

Scaffolding refers to the support given to learners to perform tasks they couldn’t do
independently. This support is gradually removed as learners become more proficient. ICT
provides diverse scaffolding methods through tools like video conferencing, virtual
simulations, online collaboration and YouTube videos. Without ICT it becomes impossible to
employ these techniques leading to less engaging and less effective learning experience.
The absence of ICT infrastructure can impede educators from utilizing effective scaffolding
techniques to the detriment of students. They will be left to rely on traditional methods which
might deem ineffective.
 Cultural tools and Learning

Vygotsky emphasized the importance of signs and tools for psychological development. He
asserted that these tools refer to physical and cognitive instruments used to interact with
the world and solve problems. In a modern context, ICT is an indispensable tool due to its
ability to provide vast amounts of information to students. Its interactive capabilities
enhance the learning experience and facilitate easy access to education for previously
marginalized students through the internet. Failure to integrate ICT into teaching and
learning poses significant risks to learners. Not only will it impede effective learning, but the
lack of technological skills can also create employability issues for the future of the child, in
that it will be hard for them to navigate through the demands of the digital world we currently
live in.

Social interaction and collaborative learning

Vygotsky’s theory emphasizes the significance of social interaction in cognitive

development. He believed that learning is inherently a social process, where dialogue and
collaboration with others play a crucial role in building knowledge. ICT facilitates this
interaction through online platforms such as Microsoft Teams, video conferencing, and
Google Workspace. The absence of ICT tools can hinder this process of social interaction,
making it difficult for students to access information and collaborate with peers or
educators. This adversely affects quality of education.

Conclusion:

This brief analysis shows how the absence of ICT in teaching and learning can negatively
affect the quality of education. ICT as a modern tool facilitates the scaffolding process,
enhances social interaction through several online platforms and helps reduce the
knowledge gap especially to marginalized students.

3. SOCIOLOGICAL PERSPECTIVE

To analyze the issue of absence of infrastructure to support integration of ICT in teaching

and learning, I choose to view it through the lens of the functionalist theories of education.
The founding father of sociology of education, Emile Durkheim viewed education as a social
fact “external to individual and constraining his/her behavior” (King, 1983, p. 16). He
asserted that as a social fact, education has to find an appropriate way to serve the needs
of the social organism. Blackledge & Hunt, 1985 mentioned that education has a function to
supply technical knowledge and skills considering relevant workplace needs and changing
technology.

Society, just like a human body has particular organs with specific functions. Any
malfunction of the organs affects the systems harmony. Education is a component of
society and as such is connected to the economy, the family, and the political and religious
systems. That said, failure of education to perform its functions can negatively affect
societal harmony. (Blackledge & Hunt, 1985; Karabel & Halsey, 1977; King, 1983;
Majoribank, 1985; Meighan, 1981).

Parsons viewed schools as major agents of socialization because of their stance in

providing skills, and knowledge that students need to function in wider society (as cited in
Selakovich, 1984). He looked at schools as venues that pave the way for students’ equal
opportunities (Giroux, 1983).

Since education is a major branch of the social organism according to the functionalist
perspective, its continuous evolution should be harnessed to ensure that efficiency is
maintained. The following highlights the significance of incorporating ICT in teaching and
learning:

ICT assists in expanding access to education, motivating learners, facilitating the

acquisition of basic skills and can help to transform the learning environment, improving the
quality of education (Saravanakumar, 2018).

The use of ICT enhances the learning experience of students. It helps them to think
independently and communicate creatively. It helps students to build successful careers in
an increasingly technological world. (Jonassen. & Reevers, 1996)

Incorporating ICT in teaching and learning helps to instill critical skills to learners at a young
age. Amuta (2020) asserts that in the technological world, the industry requires a workforce
with techno-managerial skills, and this requires educational institutions to produce a
graduate who has prerequisite IT and other competitive skills.

The use of ICT tools like video conferencing, online chats, collective social media sites help
educators to integrate, coordinate, collaborating rural and urban learners with experts and
peers making classroom learning relevant and authentic. (Amuta 2020)

Implications of inadequate infrastructure to facilitate ICT in teaching and learning

Failure to integrate ICT into teaching and learning leaves students without the necessary
technical skills and proficiency required in today’s technologically advanced world. Students
from disadvantaged backgrounds may be further marginalized if ICT is not included in their
education, thereby widening the knowledge gap. Additionally, educators may find
themselves at a disadvantage, lacking access to resources and the extensive knowledge
available through global networks. This exclusion could potentially lead to social disorder
and instability since education forms part of the social organism.

Weaknesses of Functionalist theories of educations

One weakness of functionalist theories of education, as noted by Karabel and Halsey

(1977), is their neglect of the role of ideology and conflict in society. King (1983) further
critiqued these theories, arguing that schools are never defined independently, and that the
idealized functionalist description of schools is both totalitarian and inadequate. This
inadequacy stems from the lack of a clear explanation of what qualifies certain schools as
"successful" and how they can be highly responsive to societal, and workforce needs
without creating potential problems.

4. PHILOSOPHICAL REFLECTION

To reflect philosophically on the issue of the absence of infrastructure to support the

integration of ICT in teaching and learning, I chose to analyze the concept through the lens
of John Dewey, a seasoned American Philosopher. Dewey emphasized on experiential
learning, democracy, and humanism.
Role of the Teacher and Integration of curriculum

Dewey emphasized that there is no one-for all concept of teaching and learning. The
teacher should plan his teaching in line with the interests of the students. A teacher’s
primary purpose is to increase freedom of the learners. In light of this he advocated for an
integrated curriculum which focused on connecting multiple subjects and allowed students
to pursue their interests.

Online learning applications such as IXL incorporates features that personalise instruction
allowing pedagogy to be tailored to each learner’s experience IXL gives autonomy to
individual students to partake in activities in line with their respective level of knowledge.
(IXL learning, 2024).

Experiential learning and learning by doing

Dewey's philosophy highlights the strong connection between a child's life and their
experiences as an ongoing process. He advocated for experiential learning, emphasizing
that it offers students hands-on, collaborative opportunities, which significantly enhance
their ability to fully acquire new skills and knowledge (Haynes, Sakai, Rees, Gilbert, Frith,
& Passingham, 2007).

ICT tools like IXL can enhance experiential learning in that it assists students to engage
with content rather than receive information passively. Nagale and Khandare (2024) assert
that advanced pedagogy integrates game play with educational content, providing a
stimulating learning environment. Augmented and virtual reality (AR/VR) can facilitate in
implementing this learning approach which is tangent with Dewey’s learning by doing.

Democracy in Education and child centered learning

(Dewey, as cited in Sikandar, 2015) argued that the center of gravity needs to shift whereby
the learner is at the center. He was concerned about the development of the individuality of
the child. He was focused on the rights of the child as an individual to exercise his decisions
in learning in a democratic manner.

ICT can empower students to take control of their learning process. For instance,
personalized software like IXL allows learners to assess themselves and only advance to
the next stage of a topic when they feel confident in their understanding. This approach
promotes autonomy, as students can work at their own pace, aligning with Dewey's ideal of
child-centered learning.

Education as a Social Process

Dewey (as cited in Sikandar, 2015) viewed education as a means of social reform. He
believed in a strong correlation between a child’s interaction with society and the continuity
of their experiences. Dewey emphasized that group activities in the classroom stimulate
freedom of thought, improve judgment, and enhance the ability to make decisions.

Integrating ICT in the classroom can enhance Dewey’s ideals in terms of society’s role in
education. Online tools for example, google classroom and Microsoft teams can facilitate
interaction and sharing of ideas, even on a global scale.

Conclusion:

Dewey's educational philosophy supports ICT integration, emphasizing experiential

learning, student autonomy, and education as a social, democratic process.

5. Meta Reflection

The three disciplines of education provided valuable insights into the quality of education.
The following is a holistic overview in line with the three intersecting discourses on
educational quality.

All three disciplines emphasized the importance of placing the child at the center of the
learning process. Dewey asserted that experiential learning, or "learning by doing," is
essential in education. He advocated for democratic education, where learners have a voice
in their learning environment. Social interaction is integral to learning, as highlighted by
Functionalist theories, which liken society to an organism where various parts work together
to maintain harmony. Similarly, Vygotsky believed that learning is inherently a social
process and crucial for cognitive development.
Moreover, the integration of ICT in teaching and learning can enhance educational quality
by facilitating social interaction. Tools such as video conferencing, YouTube videos, and
virtual reality make social interaction easier and more effective, allowing learners to access
a wealth of information from More Knowledgeable Others.
Moving forward, I intend to maximize the use of ICT resources available, even if they are
limited. This will be an effort to promote social interaction, maintain learner engagement,
and ultimately improve the quality of education.

6. REFLEXIVITY

Through completing this assignment, I have gained valuable experience in managing my

time effectively, allowing me to balance both work and studies. I have studied through
UNISA for my entire tertiary education, so discipline in studying is not new to me. However,
since starting my teaching career, studying part-time has become more challenging, as I
find teaching to be both tedious and strenuous.

The benefits I experienced from conducting an interdisciplinary analysis include the

knowledge I gained from exploring different fields. I learned that education is a much
broader field of study than I had imagined, extending far beyond standing in front of a
classroom and delivering information to students. Through the various theories of
Philosophy, Psychology, and Sociology, I discovered a common theme among these
disciplines: the importance of social interaction for learner development.

The interdisciplinary study made me more aware of the crucial role society plays in child
development, reminding me to remain mindful of this influence in my work. With this in
mind, I will strive to promote social interaction, as many scholars have highlighted its
significant value.

References:
Amutha, D. (2020). The role and impact of ICT in improving the quality of education. St.
Mary's College (Autonomous). Available at SSRN: https://ssrn.com/abstract=3585228

Jonassen, D., & Reevers, T. (1996). Learning with technology: Using computers as
cognitive tools. In Handbook of Research on Educational Communication and Technology.
New York: Macmillan.

Karabel, J., & Halsey, A. (1977). Educational research: A review and an interpretation. In
Power and Ideology in Education. New York: Oxford.

King, R. (1983). The Sociology of School Organization. London and New York: The Chaucer
Press.

Nagale, T., & Khandare, A. (2024). Boosting learner involvement: A critical examination of
pedagogical initiatives and ICT tools. Educational Administration: Theory and Practice,
30(4), 6914-6919. https://doi.org/10.53555/kuey.v30i4.1980

Saravanakumar, A. R. (2018). Role of ICT on enhancing quality of education. International

Journal of Innovative Science and Research Technology, 3(12), 717-719
AI content detector report

Bachelor of Education Honours 2024

Kelvin Mandere
Student Number: G24M5183
EDUCATIONAL ISSUES AND IDEAS (IIE)
Associate Professor Lausanne Olvitt
Mr. Ejay Ferris
Mr. Sean Nkosi
Assignment 4
Due Date: 2 September 2024

PLAGIARISM DECLARATION
1. I know that plagiarism means taking and using the ideas, writings, works or inventions of
another as if they were one’s own. I know that plagiarism not only includes verbatim
copying, but also the extensive use of another person’s ideas without proper
acknowledgement (which includes the proper use of quotation marks). I know that
plagiarism covers this sort of use of material found in textual sources and from the Internet.
2. I acknowledge and understand that plagiarism is wrong.
3. I understand that my research/assignment must be accurately referenced. I have
followed the rules and conventions concerning referencing, citation and the use of
quotations as set out in the Education Department Referencing Guide.
4. This assignment is my own work, or my group’s own unique group assignment. I
acknowledge that copying someone else’s assignment, or part of it, is wrong, and that
submitting identical work to others constitutes a form of plagiarism.
5. I have not allowed, nor will I in the future allow, anyone to copy my work with the intention
of passing it off as their own work.
6. Where I have used AI tools, they were used in accordance with what has been stipulated
in the BEd Honours programme
Signed K.Mandere.
Date 2/09/2024

1. EDUCATIONAL ISSUE
The absence of infrastructure to support integration of ICT in teaching and learning.
Description of issue
"According to Shokeen et al. (2022), ICT (Information, communication technology refers to
all the technologies that provide access to information through telecommunications. It is
similar to Information technology, but primarily focuses on communication technologies. It
includes Hardware, Software, network, data, communication and people.
In the context of my current workplace, which is a Registered Private School, the absence
of infrastructure to support teaching and learning through ICTs is a cause of concern. The
school ranges from Grade 0 to 7 with 297 foundation phase learners (Grade 0-3) and 90
Intermediate phase learners (Grade 4-6) and 21 senior phase learners (Grade 7)
totaling 408 learners. There is a total of 12 educators. The school is operating in Alice town,
a rural area in the Eastern Cape.
Teaching and learning are primarily conducted through the traditional method of a teacher
instructing from the front of the classroom using a chalkboard and textbook. There is no
computer lab at the school. There is a library which is a walking distance from the school
where 2 teachers from the intermediate and senior phase go with their students to engage
in projects which require internet for research activities. The library computers are 7. The
intermediate and senior phase learners are mostly technologically savvy and do not find it
difficult to navigate the internet and look for information.
A majority of educators do not possess laptops and incorporate ICT in the teaching and
learning process by asking the administrator to:
Download and print annual teaching plans, past exam papers and mark schedules
from the department of Education
Photocopy work for learners
Reasons for choosing this issue
The learners at our school display signs of demotivation and a lack of focus in the learning
process starting from the intermediate phase. Our senior class, particularly grade 7
presents significant behavioral challenges and is always difficult to manage. However, there
is an improvement in engagement and productivity when students work on projects and
assignments at the library where they utilize computers for research as shown below:

Other reasons why I chose this issue :

Different children have different learning needs. Incorporating ICT in learning can help
educators identify these easily. Learning applications like IXL personalise instruction and
pinpoint trouble areas for each learner.
The reward systems embedded in tools like IXL have the potential to increase students’
engagement and consequently improve grades.
Learners appear to be motivated whenever they learn outside of the “traditional classroom
setting” where the educator stands in front of the classroom in a lecture-style manner.
Relevance to the quality of the South African education system.
We are currently living in a digital age where technology is rapidly evolving. Preparing
students at an early age has the potential to prepare and equip them with the necessary
skills to fit in the demanding work environment.
Incorporating ICTs into teaching and learning can greatly enhance educators' access to vast
amounts of information, thereby improving the overall teaching process. This promotes
ongoing training and development of teachers and consequently educational quality is
improved.

2. PSYCHOLOGY
To analyze the impact of my selected issue (Absence of infrastructure to support ICT in
teaching and learning) on quality education I chose to view it thought the lens of
Vygotsky’s sociocultural theory.
Zone of Proximal Development
According to Vygotsky, the zone of proximal development refers to the difference between
what a learner can achieve independently and what they can accomplish with the guidance
of more knowledgeable others, such as educators and ICT tools. The absence of ICT
infrastructure implies that learners are deprived of the benefits that technology offers,
including interactive learning experiences, personalized tools, and access to vast
knowledge resources. Consequently, the gap between what a student currently knows and
the additional knowledge that ICT can provide remains unfilled thereby affecting educational
quality negatively.
An example would include educational software like IXL which adopts to a learner’s
knowledge level and provides a step-by-step guidance to answer Mathematic questions
cannot be utilized in a traditional classroom setting without ICT support.
Scaffolding
Scaffolding refers to the support given to learners to perform tasks they couldn’t do
independently. This support is gradually removed as learners become more proficient. ICT
provides diverse scaffolding methods through tools like video conferencing, virtual
simulations, online collaboration and YouTube videos. Without ICT it becomes impossible to
employ these techniques leading to less engaging and less effective learning experience.
The absence of ICT infrastructure can impede educators from utilizing effective scaffolding
techniques to the detriment of students. They will be left to rely on traditional methods which
might deem ineffective.

Cultural tools and Learning

Vygotsky emphasized the importance of signs and tools for psychological development. He
asserted that these tools refer to physical and cognitive instruments used to interact with
the world and solve problems. In a modern context, ICT is an indispensable tool due to its
ability to provide vast amounts of information to students. Its interactive capabilities
enhance the learning experience and facilitate easy access to education for previously
marginalized students through the internet. Failure to integrate ICT into teaching and
learning poses significant risks to learners. Not only will it impede effective learning, but the
lack of technological skills can also create employability issues for the future of the child, in
that it will be hard for them to navigate through the demands of the digital world we currently
live in.
Social interaction and collaborative learning
Vygotsky’s theory emphasizes the significance of social interaction in cognitive
development. He believed that learning is inherently a social process, where dialogue and
collaboration with others play a crucial role in building knowledge. ICT facilitates this
interaction through online platforms such as Microsoft Teams, video conferencing, and
Google Workspace. The absence of ICT tools can hinder this process of social interaction,
making it difficult for students to access information and collaborate with peers or
educators. This adversely affects quality of education.
Conclusion:
This brief analysis shows how the absence of ICT in teaching and learning can negatively
affect the quality of education. ICT as a modern tool facilitates the scaffolding process,
enhances social interaction through several online platforms and helps reduce the
knowledge gap especially to marginalized students.
3. SOCIOLOGICAL PERSPECTIVE
To analyze the issue of absence of infrastructure to support integration of ICT in teaching
and learning, I choose to view it through the lens of the functionalist theories of education.

The founding father of sociology of education, Emile Durkheim viewed education as a social
fact “external to individual and constraining his/her behavior” (King, 1983, p. 16). He
asserted that as a social fact, education has to find an appropriate way to serve the needs
of the social organism. Blackledge & Hunt, 1985 mentioned that education has a function to
supply technical knowledge and skills considering relevant workplace needs and changing
technology.
Society, just like a human body has particular organs with specific functions. Any
malfunction of the organs affects the systems harmony. Education is a component of
society and as such is connected to the economy, the family, and the political and religious
systems. That said, failure of education to perform its functions can negatively affect
societal harmony. (Blackledge & Hunt, 1985; Karabel & Halsey, 1977; King, 1983;
Majoribank, 1985; Meighan, 1981).
Parsons viewed schools as major agents of socialization because of their stance in
providing skills, and knowledge that students need to function in wider society (as cited in
Selakovich, 1984). He looked at schools as venues that pave the way for students’ equal
opportunities (Giroux, 1983).
Since education is a major branch of the social organism according to the functionalist
perspective, its continuous evolution should be harnessed to ensure that efficiency is
maintained. The following highlights the significance of incorporating ICT in teaching and
learning:
ICT assists in expanding access to education, motivating learners, facilitating the
acquisition of basic skills and can help to transform the learning environment, improving the
quality of education (Saravanakumar, 2018).
The use of ICT enhances the learning experience of students. It helps them to think
independently and communicate creatively. It helps students to build successful careers in
an increasingly technological world. (Jonassen. & Reevers, 1996)
Incorporating ICT in teaching and learning helps to instill critical skills to learners at a young
age. Amuta (2020) asserts that in the technological world, the industry requires a workforce

with techno-managerial skills, and this requires educational institutions to produce a

graduate who has prerequisite IT and other competitive skills.
The use of ICT tools like video conferencing, online chats, collective social media sites help
educators to integrate, coordinate, collaborating rural and urban learners with experts and
peers making classroom learning relevant and authentic. (Amuta 2020)
Implications of inadequate infrastructure to facilitate ICT in teaching and learning
Failure to integrate ICT into teaching and learning leaves students without the necessary
technical skills and proficiency required in today’s technologically advanced world. Students
from disadvantaged backgrounds may be further marginalized if ICT is not included in their
education, thereby widening the knowledge gap. Additionally, educators may find
themselves at a disadvantage, lacking access to resources and the extensive knowledge
available through global networks. This exclusion could potentially lead to social disorder
and instability since education forms part of the social organism.
Weaknesses of Functionalist theories of educations
One weakness of functionalist theories of education, as noted by Karabel and Halsey
(1977), is their neglect of the role of ideology and conflict in society. King (1983) further
critiqued these theories, arguing that schools are never defined independently, and that the
idealized functionalist description of schools is both totalitarian and inadequate. This
inadequacy stems from the lack of a clear explanation of what qualifies certain schools as
"successful" and how they can be highly responsive to societal, and workforce needs
without creating potential problems.
4. PHILOSOPHICAL REFLECTION
To reflect philosophically on the issue of the absence of infrastructure to support the
integration of ICT in teaching and learning, I chose to analyze the concept through the lens
of John Dewey, a seasoned American Philosopher. Dewey emphasized on experiential
learning, democracy, and humanism.

Role of the Teacher and Integration of curriculum

Dewey emphasized that there is no one-for all concept of teaching and learning. The
teacher should plan his teaching in line with the interests of the students. A teacher’s
primary purpose is to increase freedom of the learners. In light of this he advocated for an
integrated curriculum which focused on connecting multiple subjects and allowed students
to pursue their interests.
Online learning applications such as IXL incorporates features that personalise instruction
allowing pedagogy to be tailored to each learner’s experience IXL gives autonomy to
individual students to partake in activities in line with their respective level of knowledge.
(IXL learning, 2024).
Experiential learning and learning by doing
Dewey's philosophy highlights the strong connection between a child's life and their
experiences as an ongoing process. He advocated for experiential learning, emphasizing
that it offers students hands-on, collaborative opportunities, which significantly enhance
their ability to fully acquire new skills and knowledge (Haynes, Sakai, Rees, Gilbert, Frith,
& Passingham, 2007).
ICT tools like IXL can enhance experiential learning in that it assists students to engage
with content rather than receive information passively. Nagale and Khandare (2024) assert
that advanced pedagogy integrates game play with educational content, providing a
stimulating learning environment. Augmented and virtual reality (AR/VR) can facilitate in
implementing this learning approach which is tangent with Dewey’s learning by doing.
Democracy in Education and child centered learning
(Dewey, as cited in Sikandar, 2015) argued that the center of gravity needs to shift whereby
the learner is at the center. He was concerned about the development of the individuality of
the child. He was focused on the rights of the child as an individual to exercise his decisions
in learning in a democratic manner.
ICT can empower students to take control of their learning process. For instance,
personalized software like IXL allows learners to assess themselves and only advance to

the next stage of a topic when they feel confident in their understanding. This approach
promotes autonomy, as students can work at their own pace, aligning with Dewey's ideal of
child-centered learning.
Education as a Social Process
Dewey (as cited in Sikandar, 2015) viewed education as a means of social reform. He
believed in a strong correlation between a child’s interaction with society and the continuity
of their experiences. Dewey emphasized that group activities in the classroom stimulate
freedom of thought, improve judgment, and enhance the ability to make decisions.
Integrating ICT in the classroom can enhance Dewey’s ideals in terms of society’s role in
education. Online tools for example, google classroom and Microsoft teams can facilitate
interaction and sharing of ideas, even on a global scale.
Conclusion:
Dewey's educational philosophy supports ICT integration, emphasizing experiential
learning, student autonomy, and education as a social, democratic process.
5. Meta Reflection
The three disciplines of education provided valuable insights into the quality of education.
The following is a holistic overview in line with the three intersecting discourses on
educational quality.
All three disciplines emphasized the importance of placing the child at the center of the
learning process. Dewey asserted that experiential learning, or "learning by doing," is
essential in education. He advocated for democratic education, where learners have a voice
in their learning environment. Social interaction is integral to learning, as highlighted by
Functionalist theories, which liken society to an organism where various parts work together
to maintain harmony. Similarly, Vygotsky believed that learning is inherently a social
process and crucial for cognitive development.

Moreover, the integration of ICT in teaching and learning can enhance educational quality
by facilitating social interaction. Tools such as video conferencing, YouTube videos, and
virtual reality make social interaction easier and more effective, allowing learners to access
a wealth of information from More Knowledgeable Others.
Moving forward, I intend to maximize the use of ICT resources available, even if they are
limited. This will be an effort to promote social interaction, maintain learner engagement,
and ultimately improve the quality of education.
6. REFLEXIVITY
Through completing this assignment, I have gained valuable experience in managing my
time effectively, allowing me to balance both work and studies. I have studied through
UNISA for my entire tertiary education, so discipline in studying is not new to me. However,
since starting my teaching career, studying part-time has become more challenging, as I
find teaching to be both tedious and strenuous.
The benefits I experienced from conducting an interdisciplinary analysis include the
knowledge I gained from exploring different fields. I learned that education is a much
broader field of study than I had imagined, extending far beyond standing in front of a
classroom and delivering information to students. Through the various theories of
Philosophy, Psychology, and Sociology, I discovered a common theme among these
disciplines: the importance of social interaction for learner development.
The interdisciplinary study made me more aware of the crucial role society plays in child
development, reminding me to remain mindful of this influence in my work. With this in
mind, I will strive to promote social interaction, as many scholars have highlighted its
significant value.
References:

Amutha, D. (2020). The role and impact of ICT in improving the quality of education. St.
Mary's College (Autonomous). Available at SSRN: https://ssrn.com/abstract=3585228
Jonassen, D., & Reevers, T. (1996). Learning with technology: Using computers as
cognitive tools. In Handbook of Research on Educational Communication and Technology.
New York: Macmillan.
Karabel, J., & Halsey, A. (1977). Educational research: A review and an interpretation. In
Power and Ideology in Education. New York: Oxford.
King, R. (1983). The Sociology of School Organization. London and New York: The Chaucer
Press.
Nagale, T., & Khandare, A. (2024). Boosting learner involvement: A critical examination of
pedagogical initiatives and ICT tools. Educational Administration: Theory and Practice,
30(4), 6914-6919. https://doi.org/10.53555/kuey.v30i4.1980
Saravanakumar, A. R. (2018). Role of ICT on enhancing quality of education. International
Journal of Innovative Science and Research Technology, 3(12), 717-719
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