Digital Communication

Abstract

The South African basic education sector has been looking at adopting technology as part of their digital pedagogy; however, progress was slow since this was an overly ambitious transformation. Schools in rural communities lack infrastructure and basic needs like electricity, piped water, and ablutions. The COVID-19 phenomenon brought about the locking down, and physical distancing has further ensured that normal operations had to cease. The educational sector had to also cease physical engagement and turn to online teaching. A qualitative research method was used for this research. This chapter focuses on how teaching practices have been adapted to digital pedagogy and barriers play in successful teaching on digital platforms. The constructivism, two-way communication model, and scaffolding to provide conceptualised this research. Therefore, as part of a future study, it would be interesting to see how basic education maintains a digital teaching presence post-COVID-19 lockdown.