Journal Articles

In this paper, we report on the use of multiple platforms to circumvent challenges associated with non-attendance because of limited accessibility to conventional video conferencing digital tools such as Microsoft Teams (MS Teams) and Blackboard collaborate. One hundred and sixty-five participating pre-service teachers were given the autonomy to connect using any of the given platforms from a prescribed list that worked for them. The platforms' attendance tracking systems were used to gather data. The findings revealed that using multiple online platforms lowered the challenges associated with lack of access to high-end technological tools and resources. Most of the registered pre-service teachers attended an average 60% of the live classes and 50% of the students strongly agreed that they had followed the recorded sessions. Multiple platforms afford pre-service teachers a choice on what works better for them based on the technology to which they have access to and with which they are familiar.

South African institutions of higher education suffered serious disruptions during the COVID-19 pandemic which, resulted in migrating most teaching and learning activities to various online platforms, of which many depended on the open web. This has the potential to expose lecturers and students to cyber security threats and risks. As such cyber security awareness (CSA) becomes important. This study investigated the CSA among preservice teachers pursuing a Bachelor of Education studies in Further Education and Training (FET) at a university in Cape Town, South Africa. The purpose of the study was to gain an insight into CSA among preservice teachers who had been using digital technologies to support learning during the COVID-19 pandemic

This publication, "Educators synchronously using multiple platforms and devices for teaching and learning during COVID-19 lockdown," was co-authored by Dr. Nyarai Tunjera and Dr. A. Chigona in 2022, to explores the use of multiple platforms and devices by educators for remote teaching and learning during the COVID-19 lockdown.

Tunjera, N. & Chigona, A. (2020). Teacher Educators’ Appropriation of TPACK-SAMR Models for 21st Century Pre-Service Teacher Preparation. IJICTE: Volume 16, Issue 3, Article 8

Tunjera, N., Mlotshwa, N. & Chigona, A. (2020 Inprint) Integration of MOODLE into the Classroom for better conceptual understanding of functions in mathematics. South African Journal of Education.

Tiba C, Condy J, Chigona A, Tunjera N (2015). Digital storytelling as a tool for teaching: Perceptions of pre-service teachers. The Journal for Transdisciplinary Research in Southern Africa, 11(1) July 2015, pp. 82-97.

Tunjera, Nyarai. Mukabeta, T, Ramirez, I. Zinyeka, G. (2014) Journal of Education and Human Development. Vol. 1(1), pp. 25–38. American Research Institute for Policy Developing. ISSN: 2334-296X (Print), 2334-2978 (Online)

Mukabeta, T., Tunjera, N., Magomelo, M., Ndumiyana, D. (2014). collaboration through collaboration in an online discussion forum: Students’ perceptions in a Computer Architecture Course. Greener Journal of Educational Research. Vol. 2(1)

Ramirez, B. I., Tunjera, Nyarai, Hernandez, B. O., Ramirez G. P., & Zivanai, J. (2014) Learning contracts to assess and evaluate in diverse classrooms at pedagogical universities: a study made in Cuba and Zimbabwe. Greener Journal of Educational Research

10. Tunjera, Nyarai. Mukabeta, T. & Zivanai, J. (2013). Increasing interaction by integrating Short Messaging Services (SMSs) into the Virtual Open and Distant Learning (VODL) teacher education programme. Greener Journal of Educational Research.

11. Mukabeta, T. Magomelo, M. & Tunjera, N. (2013). Using Mobile Phones to Encourage Cooperative Learning In an Introduction to Computers Course at Bindura University: A Critical Discourse Analysis Perspective International Journal of Engineering Research and Technology. Volume 2, Issue 3 (March - 2013). ISSN 2278-0181