Enhancing Computer Literacy Teaching In TVET Through The Digital Capabilities Framework

EFEC 3-9/2021The study background is the educational change brought about by the introduction of the National Certificate Vocational (NCV) at South African Technical and Vocational Education and Training (TVET) colleges. The NCV curriculum includes foundational subjects, such as Life Orientation which includes a Computer Literacy module, offered from N-QF Level 2 to NQF Level 4. South African TVET lecturers have diverse histories, social backgrounds and educational qualifications. Most lecturers have TVET-related qualifications, but are not all professionally qualified teachers. This study investigated Computer Literacy lecturers’ skills and qualifications for teaching the Computer Literacy module and ways to enhance computer literacy education in South Africa’s TVET sector. The focus is the shortage of competent lecturers in computer literacy and explores current teaching and learning practices in TVET colleges with the intention of enhancing TVET computer and digital literacy education. The study is guided by the research question: How can TVET computer and digital literacy teaching be strengthened? The study is guided by “Digital Capabilities Framework” (JISC, 2020) which extends both the “Pedagogical Content Knowledge” (PCK) framework (Shulman & Sparks, 1992) and the Technological Pedagogical and Content Knowledge (TPACK) framework (Koehler & Mishra, 2009). The research design was a case study of a multisite TVET college and included both a document/curriculum study and in-depth interviews with computer literacy lecturers. A sample of six lecturers, who were representative of TVET lecturer diversity in terms of language, “race”, gender and educational levels, was selected for the study. The study examined how effectively the curriculum correlated with essential digital skills and indicated areas in which lecturers lacked digital literacy. Both curricular and interview data were theoretically analysed, drawing on the Digital Capabilities Framework. In light of the key role of computer literacy in work and in education, it is important that the subject is of high quality, and that lecturers are well-prepared to facilitate student learning in this area. This research study addresses this issue. The study found that the enhancement and development of computer and digital literacy at TVET colleges requires a systemic intervention including policy development, curriculum renewal, lecturer professional development, upgrading of facilities, equipment, and software, and alignment with student needs and with the needs of specific technical and vocational fields. Furthermore, this study expands the knowledge of digital literacy in TVET colleges and encourages collaboration among lecturers, institutions and curriculum advisors to provide students and lecturers with the expertise to succeed in the digital world. Future curriculum development should consider student input and analyse the impact of professional development on lecturing efficiency.