The dynamic process of teaching media involves the interaction between educational tools and
instructional strategies. Teaching media, as defined by Smith (2020), includes both traditional resources
like textbooks and blackboards and modern technologies such as interactive whiteboards and digital
platforms used in South African schools (Donohoue, 2015; Akbar, 2016). Learning methods such as
direct instruction, collaborative learning, and hands-on activities represent the approaches educators
employ to deliver content (Marzano, 2017). South African schools, both public and private, aim not only
to teach academic disciplines but also to equip learners with essential life skills (Fleisch, 2003). This
presentation critically examines how these teaching media are applied in South Africa’s diverse
classrooms, assessing their effectiveness in meeting the varied needs of learners and fostering inclusive,
adaptive education.
Advantages of teaching media inside the classroom
The use of teaching media in the classroom helps to make content more engaging, accessible, and
memorable for students. Visual aids such as diagrams, charts, maps, and videos can break down
complex concepts, support diverse learning styles, and improve comprehension (Marzano, 2017). These
tools are particularly effective in encouraging visual and auditory learning.
Disadvantages of teaching media inside the classroom
However, teaching media can limit the development of communication and critical thinking skills,
especially when overused or poorly implemented (Akbar, 2016). Passive learning may result when
learners are not actively involved in the educational process. Furthermore, when teachers lack adequate
training or encounter technological issues such as connectivity problems, significant learning time may
be lost (Mayer, 2021). Schools in rural areas often suffer from poor infrastructure and limited access to
technology, deepening the digital divide (OECD, 2019).
Advantages of teaching media outside the classroom
Outside the classroom, platforms such as Moodle, Microsoft Teams, and Zoom offer learners the
flexibility to access recorded lessons multiple times and learn at their own pace (Donohoue, 2015). This
is particularly beneficial for students balancing their education with other responsibilities and can
enhance independent learning.
Disadvantages of teaching media outside the classroom
Yet, students learning outside of the classroom environment may be subject to distractions such as
family obligations, social media, and entertainment (Donohoue, 2015). Moreover, not all learners have
equal access to the necessary technology or stable internet connections, resulting in educational
inequalities (OECD, 2019).
Teaching methods within the classroom situation in South African context
Traditional teacher-centred methods—based on lectures and rote memorization—are still prevalent in
many South African classrooms, especially in rural or under-resourced schools (Fleisch, 2003). These
methods often fail to encourage critical thinking and creativity. In contrast, learner-centred methods
such as project-based and inquiry-based learning promote engagement and problem-solving (Marzano,
2017). However, the widespread implementation of such methods remains limited by factors such as
overcrowded classrooms, lack of materials, and insufficient teacher training (Mayer, 2021).
Comparative analysis of South Africa’s dynamics with other countries
In comparison to developed nations like Finland, South Africa faces notable educational challenges.
While both nations utilize technology in education, Finland has the advantage of broad access, teacher
autonomy, and consistent pedagogical innovation (OECD, 2019). South Africa, meanwhile, struggles with
infrastructure and uneven teacher support (Mayer, 2021). Nonetheless, South Africa’s commitment to
multilingual education and the incorporation of indigenous languages offers a model of cultural
inclusivity that is rare even in advanced systems (2000 AAACRAO PIER Report).
In conclusion, examining the teaching media and learning methods in South African schools highlights
both opportunities and systemic challenges. Teaching media support different learning styles and can
enhance comprehension, but uneven access, lack of training, and reliance on traditional methods hinder
progress.
To bridge the gap, the government should invest in infrastructure, particularly in rural areas, ensuring
equitable access to digital tools (Ministry of Education, 2024). Teacher professional development must
also be prioritized to build competence in integrating technology (Mayer, 2021). Lastly, promoting
inclusive education practices is essential for supporting all learners, including those with special needs.
References
Fleisch, B (2003). Primary Education in Crisis; why south African schools underachieve in reading and
mathematics. Cape Town: Juta
Marzano, (2017). Learning strategies
Donohoue, (2015). Technology and digital media as tools for teaching and learning in the digital age.
Akbar, M (2016). Digital technology shaping teaching practices in education.
Ministry of education – http://www.moe.edu.cn/english/
2000 AAACRAO PIER Report.
Mayer, R. (2021). ‘Professional Development for teachers: Challenges and opportunities in South Africa’.
Education as change, 31(1), 25-35030.
OECD (2019). The future of Education and skills: Education. Paris: OECD publishing
