Digital inclusion status of external supervisors of preservice mathematics teachers in an open distance e-learning environment

Abstract

The purpose of this study is to ascertain the digital inclusion status of external supervisors of preservice mathematics teachers in an open distance e-learning (ODeL) environment. The study adopted a survey design with a self-structured Digital Inclusion Status Questionnaire (DISQ). A sample size of 44 preservice mathematics teachers’ external supervisors partook in the study. The respondents were selected using simple random sampling techniques from the 93 external supervisors who supervise preservice teachers at the University of South Africa (UNISA). The DISQ was administered to the respondents via email, and data was collated was analyzed using descriptive statistics of means, standard deviations, pie charts and histograms. The study's findings showed that the respondents have devices that they can access the internet with and there is strong internet network in their locations, but internet data is not affordable, they have not undertaken a digital literacy programme and are therefore not digitally literate. The study further revealed that the supervisors cannot sufficiently apply internet usage skills online and they are not satisfied with their internet usage outcome, highlighting the need to improve on their internet usage skills. It was concluded that the external supervisors are not digitally inclusive, therefore subsidized internet data and periodic digital literacy training programmes are recommended.