Multimodality and a diverse pedagogical mix: Insights into the 21st century South African secondary school learning environment

• Published in: Journal of education (Durban) Vol. 2024; no. 97; pp. 109 - 129
• Main Author: La Fleur, Jeanette
• Format: Journal Article
• Language: English
• Published: University of KwaZulu-Natal 30.01.2025; University of KwaZulu-Natal on behalf of the South African Education Research Association
• Subjects: Digital technologies; diversity; Education & Educational Research; Education, Scientific Disciplines; Education, Special; Epistemological diversity; Multimodality; pedagogical mix; twenty-first century learning environment; pedagogical mix; diversity; multimodality; twenty-first century learning environment; digital technologies; epistemological diversity
• ISSN: 0259-479X; 2520-9868; 2520-9868
• DOI: 10.17159/2520-9868/i97a06

Over the years there have been repeated calls to reconceptualise schooling in the 21st century. Instead, the response has been to digitise traditional classroom practices thereby equating contemporary learning with technology adoption. In this paper, I report on the findings of a mixed methods study involving five secondary schools in Johannesburg that explored the characteristics of the 21st century secondary school learning environment. I examined teachers’ appropriation of digital technologies as well as their pedagogical practices. While acknowledging the differences in classroom contexts, perspectives on the 21st century classroom were informed by teachers’ best practices and the key literature that framed the research. I concluded that multimodality is an important feature of the 21st century learning environment and within which the appropriation of digital technologies is located. Another important characteristic is teachers’ pedagogical mix that harnesses learners’ epistemological diversity. The findings of this study would help to inform multimodal pedagogical change, particularly in secondary schools.