Digital competencies of Grade 9 township teachers in the Sedibeng East district
- Authors: Kruger, Chantál
- Date: 2021
- Subjects: Education - Effect of technological innovations on , Information technology - Study and teaching
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486079 , uj:44204
- Description: Abstract: Digital competencies of grade 9 township teachers in the Sedibeng East District Information and Communication Technology (ICT) holds the promise to transform education and improve teaching and learning. Yet, the adoption of technology integration for teaching and learning is not evident in the Sedibeng East District. This study reviews the digital competencies of grade 9 township teachers in the Sedibeng East District with a focus on digital literacy. This research is theorised by the Technological, Pedagogical and Content Knowledge (TPACK) framework. This study was conducted from a constructivist paradigm and presents findings based on a basic qualitative research design and reporting method. This study suggests that the role of teachers is crucial in realising education’s promise to transform education. For education to become relevant to the digital needs of society, teachers must adopt and adapt to new approaches and pedagogies to teaching. Furthermore, access to ICT is acknowledged as a barrier to ICT integration, however, this study rather focuses on the gaps in knowledge about and the application of technology for effective teaching as a contributor to the digital divide. This study also reiterates that there is much more to education than the tool that is used to deliver it. Although teachers are seemingly competent in basic digital skills, the findings of this study reveal the need for teacher development and training in advanced digital literacy and skills. Furthermore, the findings suggest that teachers must become knowledgeable in the various knowledge domains of the TPACK if they want to take on the roles of the 21st century educator. , M.Ed. (Information and Communication Technology in Education)
- Full Text:
- Authors: Kruger, Chantál
- Date: 2021
- Subjects: Education - Effect of technological innovations on , Information technology - Study and teaching
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486079 , uj:44204
- Description: Abstract: Digital competencies of grade 9 township teachers in the Sedibeng East District Information and Communication Technology (ICT) holds the promise to transform education and improve teaching and learning. Yet, the adoption of technology integration for teaching and learning is not evident in the Sedibeng East District. This study reviews the digital competencies of grade 9 township teachers in the Sedibeng East District with a focus on digital literacy. This research is theorised by the Technological, Pedagogical and Content Knowledge (TPACK) framework. This study was conducted from a constructivist paradigm and presents findings based on a basic qualitative research design and reporting method. This study suggests that the role of teachers is crucial in realising education’s promise to transform education. For education to become relevant to the digital needs of society, teachers must adopt and adapt to new approaches and pedagogies to teaching. Furthermore, access to ICT is acknowledged as a barrier to ICT integration, however, this study rather focuses on the gaps in knowledge about and the application of technology for effective teaching as a contributor to the digital divide. This study also reiterates that there is much more to education than the tool that is used to deliver it. Although teachers are seemingly competent in basic digital skills, the findings of this study reveal the need for teacher development and training in advanced digital literacy and skills. Furthermore, the findings suggest that teachers must become knowledgeable in the various knowledge domains of the TPACK if they want to take on the roles of the 21st century educator. , M.Ed. (Information and Communication Technology in Education)
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Draft design principles for the systematic design and development of online courses in higher education
- Authors: Prinsloo, Jani Georgina
- Date: 2021
- Subjects: Educational technology - South Africa , Education - Effect of technological innovations on , Computer-assisted instruction , Information technology - Study and teaching - South Africa , Education, Higher - Computer-assisted instruction
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/495865 , uj:45185
- Description: Abstract: This study explored the experiences of lecturers teaching at South African Higher Education Institutions during the COVID-19 pandemic in emergency remote teaching circumstances. Their experiences of moving their face-to-face courses online rapidly have been the focus of this study. This study is a design-based research study following a qualitative research design. Semi-structured interviews were conducted to gather data from the individual lecturers on voluntary basis. These lecturers were chosen for their role in higher education in 2020 and 2021, and they were each from a different university in South Africa. The draft design principles elicited in this study can be tested and refined to design principles that lecturers can apply when rapidly moving their face-to-face courses to online in emergency remote teaching circumstances. Findings indicate that there are six main draft design principles that can be elicited from the literature and interviews, which are based on redesigning content and assessments for online delivery, guiding the students in online learning through the course structure and practice activities, making use of synchronous sessions to gauge student needs, and communication channels between the lecturer and the students. The study contributes to an understanding of how South African higher education institutions can prepare lecturers in designing their courses if similar emergency remote teaching circumstances happen in future. Key words: Emergency remote teaching, Online learning, Course design, Design based research, Design principles , M.Ed. (ICT in Education)
- Full Text:
- Authors: Prinsloo, Jani Georgina
- Date: 2021
- Subjects: Educational technology - South Africa , Education - Effect of technological innovations on , Computer-assisted instruction , Information technology - Study and teaching - South Africa , Education, Higher - Computer-assisted instruction
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/495865 , uj:45185
- Description: Abstract: This study explored the experiences of lecturers teaching at South African Higher Education Institutions during the COVID-19 pandemic in emergency remote teaching circumstances. Their experiences of moving their face-to-face courses online rapidly have been the focus of this study. This study is a design-based research study following a qualitative research design. Semi-structured interviews were conducted to gather data from the individual lecturers on voluntary basis. These lecturers were chosen for their role in higher education in 2020 and 2021, and they were each from a different university in South Africa. The draft design principles elicited in this study can be tested and refined to design principles that lecturers can apply when rapidly moving their face-to-face courses to online in emergency remote teaching circumstances. Findings indicate that there are six main draft design principles that can be elicited from the literature and interviews, which are based on redesigning content and assessments for online delivery, guiding the students in online learning through the course structure and practice activities, making use of synchronous sessions to gauge student needs, and communication channels between the lecturer and the students. The study contributes to an understanding of how South African higher education institutions can prepare lecturers in designing their courses if similar emergency remote teaching circumstances happen in future. Key words: Emergency remote teaching, Online learning, Course design, Design based research, Design principles , M.Ed. (ICT in Education)
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Grade 10 learners’ experiences of learning English vocabulary with mobile devices
- Authors: Mangena, Thersy
- Date: 2021
- Subjects: Education - Effect of technological innovations on , Language and languages - Composition and exercises - Computer network resources , English language - Composition and exercises - Study and teaching - Computer-assisted instruction. , Language arts (Elementary) - Computer-assisted instruction , Cell phones
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486674 , uj:44275
- Description: Abstract: The present study used Davis’ (1989) Technology Acceptance Model (TAM) as a theoretical framework to establish how grade 10 English First Additional Language (EFAL) learners experience learning English vocabulary with mobile devices. The study employed a quantitative research design. A convenience sample of 251 grade 10 EFAL learners from one school completed an online questionnaire based on the TAM constructs namely, perceived usefulness (PU), perceived ease of use (PEOU), attitude toward use (ATU) and behavioural intention to use (BI). The reliability of the questionnaire was computed using Cronbach’s alpha which measures the internal consistency of a measuring instrument. Consequently, a Cronbach’s alpha value of 0.841 was obtained which shows good internal consistency. Data collected through the online questionnaire were analysed using the Statistical Package for the Social Sciences (SPSS) version 26 to generate descriptive statistics. The findings from the PU construct revealed that the respondents had positive experiences in terms of the usefulness of mobile devices for learning English vocabulary. The findings relating to the PEOU construct revealed that the respondents perceive mobile devices as easy-to-use devices for learning English vocabulary. In terms of the ATU construct, the findings showed that the respondents had a positive attitude towards the use of mobile devices for learning English vocabulary. Finally, for the ATU construct, the respondents indicated that they will continue to learn English vocabulary with mobile devices. Therefore, based on the findings from PU, PEOU, ATU and BI constructs, it could be concluded that the respondents had had good experiences regarding the use of mobile devices in the learning of English vocabulary. , M.Ed. (Information and Communication Technology in Education)
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- Authors: Mangena, Thersy
- Date: 2021
- Subjects: Education - Effect of technological innovations on , Language and languages - Composition and exercises - Computer network resources , English language - Composition and exercises - Study and teaching - Computer-assisted instruction. , Language arts (Elementary) - Computer-assisted instruction , Cell phones
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486674 , uj:44275
- Description: Abstract: The present study used Davis’ (1989) Technology Acceptance Model (TAM) as a theoretical framework to establish how grade 10 English First Additional Language (EFAL) learners experience learning English vocabulary with mobile devices. The study employed a quantitative research design. A convenience sample of 251 grade 10 EFAL learners from one school completed an online questionnaire based on the TAM constructs namely, perceived usefulness (PU), perceived ease of use (PEOU), attitude toward use (ATU) and behavioural intention to use (BI). The reliability of the questionnaire was computed using Cronbach’s alpha which measures the internal consistency of a measuring instrument. Consequently, a Cronbach’s alpha value of 0.841 was obtained which shows good internal consistency. Data collected through the online questionnaire were analysed using the Statistical Package for the Social Sciences (SPSS) version 26 to generate descriptive statistics. The findings from the PU construct revealed that the respondents had positive experiences in terms of the usefulness of mobile devices for learning English vocabulary. The findings relating to the PEOU construct revealed that the respondents perceive mobile devices as easy-to-use devices for learning English vocabulary. In terms of the ATU construct, the findings showed that the respondents had a positive attitude towards the use of mobile devices for learning English vocabulary. Finally, for the ATU construct, the respondents indicated that they will continue to learn English vocabulary with mobile devices. Therefore, based on the findings from PU, PEOU, ATU and BI constructs, it could be concluded that the respondents had had good experiences regarding the use of mobile devices in the learning of English vocabulary. , M.Ed. (Information and Communication Technology in Education)
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Instructional designers’ professional development path in converting a life skills contact programme to an online programme
- Jansen van Rensburg, Magdalena Maria
- Authors: Jansen van Rensburg, Magdalena Maria
- Date: 2021
- Subjects: Life skills , COVID-19 Pandemic, 2020- - Social aspects , Education - Effect of technological innovations on , Web-based instruction - Design
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/487280 , uj:44352
- Description: Abstract: The Bright Star Life Skills programme was developed more than twelve years ago to provide a tool to contribute to the holistic development of citizens equipped for the 21st Century. In hindsight, the face-to-face mode of delivery limited the impact of the programme. The disruption to learning systems caused by the COVID 19 pandemic necessitated a redesign of the programme to be delivered online. However, due to the nature of the programme and the type of activities prevalent in face-to-face settings did not allow for a natural transition. Instructional designers not familiar with multiple modes of delivery had to rapidly upskill their knowledge of learning design in the online learning environment. This study focusses on the professional development path of a team of Instructional designers involved in converting the Life Skills programme from the more traditional contact mode of delivery to a fully online programme. Preliminary findings reveal the value of using the Conole (2014) 7Cs of Learning Design framework to ensure effective programme design especially when instructional and programme designers have limited experience of designing for online environments. The 7Cs Design framework covers different pedagogical approaches, disciplines, theories, and methodologies and can be applied at a range of granularities from the design of individual learning activities up to whole programmes. Due to the nature of a Life Skills programme, student-faculty interaction is of utmost importance. The use of the 7Cs of the Learning Design framework assisted the Instructional designers to make design decisions that are pedagogically effective. It also allowed them to make appropriate use of digital technology. The framework, furthermore, assisted the designers to focus more on the resources and activities and not mainly on the content. They had the opportunity to be more creative in their design thinking and will be able to improve their design representations as they gain more experience. , M.Ed. (Information and Communication Technology in Education)
- Full Text:
- Authors: Jansen van Rensburg, Magdalena Maria
- Date: 2021
- Subjects: Life skills , COVID-19 Pandemic, 2020- - Social aspects , Education - Effect of technological innovations on , Web-based instruction - Design
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/487280 , uj:44352
- Description: Abstract: The Bright Star Life Skills programme was developed more than twelve years ago to provide a tool to contribute to the holistic development of citizens equipped for the 21st Century. In hindsight, the face-to-face mode of delivery limited the impact of the programme. The disruption to learning systems caused by the COVID 19 pandemic necessitated a redesign of the programme to be delivered online. However, due to the nature of the programme and the type of activities prevalent in face-to-face settings did not allow for a natural transition. Instructional designers not familiar with multiple modes of delivery had to rapidly upskill their knowledge of learning design in the online learning environment. This study focusses on the professional development path of a team of Instructional designers involved in converting the Life Skills programme from the more traditional contact mode of delivery to a fully online programme. Preliminary findings reveal the value of using the Conole (2014) 7Cs of Learning Design framework to ensure effective programme design especially when instructional and programme designers have limited experience of designing for online environments. The 7Cs Design framework covers different pedagogical approaches, disciplines, theories, and methodologies and can be applied at a range of granularities from the design of individual learning activities up to whole programmes. Due to the nature of a Life Skills programme, student-faculty interaction is of utmost importance. The use of the 7Cs of the Learning Design framework assisted the Instructional designers to make design decisions that are pedagogically effective. It also allowed them to make appropriate use of digital technology. The framework, furthermore, assisted the designers to focus more on the resources and activities and not mainly on the content. They had the opportunity to be more creative in their design thinking and will be able to improve their design representations as they gain more experience. , M.Ed. (Information and Communication Technology in Education)
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Middle managers’ leadership role with online curriculum delivery during the Covid-19 pandemic
- Authors: Lutawan, Shalini
- Date: 2021
- Subjects: Education - Curricula , Education - Effect of technological innovations on , School management teams , School management and organization , Curriculum planning , Covid-19 Pandemic - Educational aspects - South Africa
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486556 , uj:44260
- Description: Abstract: In early 2020, the Severe Acute Respiratory Syndrome, Coronavirus 2 (SARS-CoV-2), was recognized as the causative agent of ‘Coronavirus Disease 2019’ or COVID-19. This viral disease spread through respiratory droplets passed on from coughs or sneezes of infected persons. Thus, COVID-19 brought about massive shifts in education, affecting the functionality of education internationally. The delivery of education came to a complete halt when schools were closed under the lockdown level five regulations imposed by the government of South Africa from the 26th of March 2020. As the spread of the virus declined, the lockdown sanctions imposed varied between lockdown levels four, three, two and one during the period March 2020 to the current time. Schools, which operated within an advanced technological system were able to transition to online teaching and learning immediately. Ex-model C schools, geographically situated in affluent areas, where ideally placed for the adoption of an online platform of curriculum delivery, which allowed for both teachers and school leaders to work according to the “new normal”, without compromising the academic year. When children returned to school, a revised curriculum had to be implemented, and this required capacity building of teachers to cater for the changes in curriculum delivery. The instructional leadership role of middle managers changed once they had to embrace and implement online teaching and learning. This led to the question of how prepared were middle managers for this new role, and how did they manage teachers effectively to ensure the quality of education was not compromised? This study explores the instructional leadership role played by middle managers, also known as heads of departments, in assisting teachers when schools transferred to online learning... , M.Ed. (Educational Leadership and Management)
- Full Text:
- Authors: Lutawan, Shalini
- Date: 2021
- Subjects: Education - Curricula , Education - Effect of technological innovations on , School management teams , School management and organization , Curriculum planning , Covid-19 Pandemic - Educational aspects - South Africa
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486556 , uj:44260
- Description: Abstract: In early 2020, the Severe Acute Respiratory Syndrome, Coronavirus 2 (SARS-CoV-2), was recognized as the causative agent of ‘Coronavirus Disease 2019’ or COVID-19. This viral disease spread through respiratory droplets passed on from coughs or sneezes of infected persons. Thus, COVID-19 brought about massive shifts in education, affecting the functionality of education internationally. The delivery of education came to a complete halt when schools were closed under the lockdown level five regulations imposed by the government of South Africa from the 26th of March 2020. As the spread of the virus declined, the lockdown sanctions imposed varied between lockdown levels four, three, two and one during the period March 2020 to the current time. Schools, which operated within an advanced technological system were able to transition to online teaching and learning immediately. Ex-model C schools, geographically situated in affluent areas, where ideally placed for the adoption of an online platform of curriculum delivery, which allowed for both teachers and school leaders to work according to the “new normal”, without compromising the academic year. When children returned to school, a revised curriculum had to be implemented, and this required capacity building of teachers to cater for the changes in curriculum delivery. The instructional leadership role of middle managers changed once they had to embrace and implement online teaching and learning. This led to the question of how prepared were middle managers for this new role, and how did they manage teachers effectively to ensure the quality of education was not compromised? This study explores the instructional leadership role played by middle managers, also known as heads of departments, in assisting teachers when schools transferred to online learning... , M.Ed. (Educational Leadership and Management)
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Preparedness of female school leaders for the Fourth Industrial Revolution in South Africa
- Authors: Naidoo, Virginia
- Date: 2021
- Subjects: Educational leadership , Educational technology - Planning , Education - Effect of technological innovations on , School management and organization - South Africa
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486403 , uj:44243
- Description: Abstract: The aim of this study was to investigate the preparedness of female school leaders for the Fourth Industrial Revolution (4IR) in South African schools. The study was conducted with male and female learners, as well as female education specialists, principals, deputy principals and heads of department at primary and secondary schools in South Africa. Both private and public schools were selected. A generic qualitative approach was used with individual and focus group interviews to collect data. Data analysis was conducted using a thematic inductive approach. Themes were generated from clusters of information relating to the research objectives and interview questions. The findings include the perceptions of learners about the female leaders in their schools, the skills required for females to effectively lead schools for the 4IR era and the support required for female leaders to become better 4IR-aligned leaders in South African schools. The study revealed that female leaders recognize the need to adjust their leadership skills to the rapidly changing technological environment in schools. In addition, the study establishes that learners need to be equipped with 4IR skills rather than simply using examination-writing and rote learning techniques, which then requires relooking at curriculum elements. The study further revealed that support for development is lacking in public schools, while private schools offer more mentoring and coaching of leaders to become 4IR-aligned. , M.Ed. (Educational Leadership and Management)
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- Authors: Naidoo, Virginia
- Date: 2021
- Subjects: Educational leadership , Educational technology - Planning , Education - Effect of technological innovations on , School management and organization - South Africa
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486403 , uj:44243
- Description: Abstract: The aim of this study was to investigate the preparedness of female school leaders for the Fourth Industrial Revolution (4IR) in South African schools. The study was conducted with male and female learners, as well as female education specialists, principals, deputy principals and heads of department at primary and secondary schools in South Africa. Both private and public schools were selected. A generic qualitative approach was used with individual and focus group interviews to collect data. Data analysis was conducted using a thematic inductive approach. Themes were generated from clusters of information relating to the research objectives and interview questions. The findings include the perceptions of learners about the female leaders in their schools, the skills required for females to effectively lead schools for the 4IR era and the support required for female leaders to become better 4IR-aligned leaders in South African schools. The study revealed that female leaders recognize the need to adjust their leadership skills to the rapidly changing technological environment in schools. In addition, the study establishes that learners need to be equipped with 4IR skills rather than simply using examination-writing and rote learning techniques, which then requires relooking at curriculum elements. The study further revealed that support for development is lacking in public schools, while private schools offer more mentoring and coaching of leaders to become 4IR-aligned. , M.Ed. (Educational Leadership and Management)
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Teachers’ patterns of use in an online professional learning environment for future development
- Authors: Ackermann, S. M. M.
- Date: 2021
- Subjects: Professional learning communities , Continuing education , Education - Effect of technological innovations on , Education - In-service training , Blended learning
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486335 , uj:44235
- Description: Abstract: In the last decade there has been a shift in the mode of continuous professional teacher development. In the past these instances of training were conducted mainly in the form of face-to-face contact sessions. The mode of delivery evolved as access to technology became more ubiquitous and online learning solutions more readily available. Of some concern is the high drop-out rates that have been typical of such online solutions. As such, the sustainability of various solutions remains problematic and conditions for scaling have not yet been addressed. At present, not much is known about the online patterns of behaviour within online continuous teacher professional development environments and how teachers enact their choices of learning materials and courses. This study seeks to investigate what influences successful outcomes of learning in an online learning environment by exploring the patterns of use of teachers as they engage with various course materials. Data logs extracted from such a bespoke learning ecosystem specific to teacher development were analysed for patterns of engagement and instances of self-efficacy. These data records consist of more than 557 users over a 7-month period. Raw data was treated to anonymise users and further reduced to exclude incomplete entries. , M.Ed. (Information and Communication Technology in Education)
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- Authors: Ackermann, S. M. M.
- Date: 2021
- Subjects: Professional learning communities , Continuing education , Education - Effect of technological innovations on , Education - In-service training , Blended learning
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486335 , uj:44235
- Description: Abstract: In the last decade there has been a shift in the mode of continuous professional teacher development. In the past these instances of training were conducted mainly in the form of face-to-face contact sessions. The mode of delivery evolved as access to technology became more ubiquitous and online learning solutions more readily available. Of some concern is the high drop-out rates that have been typical of such online solutions. As such, the sustainability of various solutions remains problematic and conditions for scaling have not yet been addressed. At present, not much is known about the online patterns of behaviour within online continuous teacher professional development environments and how teachers enact their choices of learning materials and courses. This study seeks to investigate what influences successful outcomes of learning in an online learning environment by exploring the patterns of use of teachers as they engage with various course materials. Data logs extracted from such a bespoke learning ecosystem specific to teacher development were analysed for patterns of engagement and instances of self-efficacy. These data records consist of more than 557 users over a 7-month period. Raw data was treated to anonymise users and further reduced to exclude incomplete entries. , M.Ed. (Information and Communication Technology in Education)
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The role of ICTs in collaboration in secondary mathematics departments
- Authors: Schutte, Peter Michael
- Date: 2021
- Subjects: Mathematics - Study and teaching (Secondary) , Information technology , Education - Effect of technological innovations on
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486108 , uj:44207
- Description: Abstract: The focus of this study was on the phenomenon of collaboration and the related role of ICTs, in the context of teachers working together in a secondary mathematics department. The learning theory of communities of practice, as it related to teachers in a mathematics subject department, and the field of social network analysis, gave the researcher the main theoretical framework from which to begin the investigation. Collaboration was limited in scope to represent that of advice and/or information collaborative interactions and joint work collaborative interactions. This was based on precedents in the most closely related studies and to ensure the research was feasible for the size of the study. The major motivation for doing the study was anchored in the widely recognised need for a better understanding of teacher collaboration, especially as it relates to modern educational systems that effectively leverage the power of networks and ICTs. The intention of the study was to uncover the underlying patterns of collaboration that took place in these departments, the value they added to the department and how they may be improved, given emerging best practice in this area. The study was completed in the midst of the COVID-19 pandemic of the 2020 South African school year, which by necessity meant these departments were even more heavily reliant on ICTs than in conventional school years. The specific sample of schools examined consisted of five secondary mathematics departments, from high performing, quintile 5 government schools in Cape Town, South Africa. The researcher used a sequential explanatory mixed methods design to investigate the role of ICTs in collaboration amongst the teachers in these departments, and their related personal networks. Initially, the researcher gathered quantitative data using a recognised social network survey and then analysed this data using descriptive statistics and social network analysis methods. Thereafter, key informers were identified and engaged in semi-structured interviews related to emerging trends and the primary research objectives. This qualitative data was analysed using thematic content analysis methods. A final stage of interpretation followed, from which findings based on data from the entire study could be drawn. The findings indicated that ICTs played a significant role in providing a communication medium, largely email and apps connected to email, that allowed collaboration to take place and for schools to continue to function during challenging circumstances. The networks of collaborative interactions identified in the study exhibited patterns of subgroupings, high status connected individuals and a higher frequency of advice and information collaborative interactions, compared to the frequency of joint work. The effort from teachers to adapt their traditional workflows to utilize ICTs revealed an ability to rapidly upskill and the more vi transparent digital ways of working allowed teachers to learn from each other in previously underutilized or unknown ways. However, the findings also indicated teachers rarely go outside their departments for collaborations, with only a small minority, with pre-existing strong connections, observed doing so in this study. This study makes a unique contribution in giving a real representation and measurement of how collaboration takes place, from which future studies will benefit as they attempt to better understand the complex phenomenon of collaboration. , M.Ed. (ICT in Education)
- Full Text:
- Authors: Schutte, Peter Michael
- Date: 2021
- Subjects: Mathematics - Study and teaching (Secondary) , Information technology , Education - Effect of technological innovations on
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486108 , uj:44207
- Description: Abstract: The focus of this study was on the phenomenon of collaboration and the related role of ICTs, in the context of teachers working together in a secondary mathematics department. The learning theory of communities of practice, as it related to teachers in a mathematics subject department, and the field of social network analysis, gave the researcher the main theoretical framework from which to begin the investigation. Collaboration was limited in scope to represent that of advice and/or information collaborative interactions and joint work collaborative interactions. This was based on precedents in the most closely related studies and to ensure the research was feasible for the size of the study. The major motivation for doing the study was anchored in the widely recognised need for a better understanding of teacher collaboration, especially as it relates to modern educational systems that effectively leverage the power of networks and ICTs. The intention of the study was to uncover the underlying patterns of collaboration that took place in these departments, the value they added to the department and how they may be improved, given emerging best practice in this area. The study was completed in the midst of the COVID-19 pandemic of the 2020 South African school year, which by necessity meant these departments were even more heavily reliant on ICTs than in conventional school years. The specific sample of schools examined consisted of five secondary mathematics departments, from high performing, quintile 5 government schools in Cape Town, South Africa. The researcher used a sequential explanatory mixed methods design to investigate the role of ICTs in collaboration amongst the teachers in these departments, and their related personal networks. Initially, the researcher gathered quantitative data using a recognised social network survey and then analysed this data using descriptive statistics and social network analysis methods. Thereafter, key informers were identified and engaged in semi-structured interviews related to emerging trends and the primary research objectives. This qualitative data was analysed using thematic content analysis methods. A final stage of interpretation followed, from which findings based on data from the entire study could be drawn. The findings indicated that ICTs played a significant role in providing a communication medium, largely email and apps connected to email, that allowed collaboration to take place and for schools to continue to function during challenging circumstances. The networks of collaborative interactions identified in the study exhibited patterns of subgroupings, high status connected individuals and a higher frequency of advice and information collaborative interactions, compared to the frequency of joint work. The effort from teachers to adapt their traditional workflows to utilize ICTs revealed an ability to rapidly upskill and the more vi transparent digital ways of working allowed teachers to learn from each other in previously underutilized or unknown ways. However, the findings also indicated teachers rarely go outside their departments for collaborations, with only a small minority, with pre-existing strong connections, observed doing so in this study. This study makes a unique contribution in giving a real representation and measurement of how collaboration takes place, from which future studies will benefit as they attempt to better understand the complex phenomenon of collaboration. , M.Ed. (ICT in Education)
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Teachers’ experiences of Gauteng Department of Education training and development programs related to digital teaching
- Authors: Kheswa, Walter Mojalefa
- Date: 2020
- Subjects: Continuing education , Professional learning communities , Teachers - In-service training , Education - Effect of technological innovations on , Blended learning
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486061 , uj:44202
- Description: Abstract: The world has embraced Information Communication Technology (ICT) in different sectors such as education, banking, and business. Each country wants to ensure that they have a competitive edge and stay abreast of new technological developments. South Africa is one of the countries that has embraced Information Communication Technology in different sectors. The Gauteng Department of Education (GDE) is playing a leading role in ensuring that schools are provided with appropriate ICT infrastructure such as Smartboards, Laptops, Tablets, and Connectivity. With this infrastructure comes the need to ensure that teachers are trained and developed in integrating ICTs in education to promote digital teaching. The purpose of this research is to establish teachers’ experiences in GDE training and development programs related to digital teaching. The focus of the training and development programs is on digital technologies in teaching of Mathematics. It is essential to ensure that teachers get quality training and development programs to attain skills and knowledge that will empower them to successfully implement ICT in the classroom (Truskowski, 2016)... , M.Ed. (Information and Communication Technology in Education)
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- Authors: Kheswa, Walter Mojalefa
- Date: 2020
- Subjects: Continuing education , Professional learning communities , Teachers - In-service training , Education - Effect of technological innovations on , Blended learning
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486061 , uj:44202
- Description: Abstract: The world has embraced Information Communication Technology (ICT) in different sectors such as education, banking, and business. Each country wants to ensure that they have a competitive edge and stay abreast of new technological developments. South Africa is one of the countries that has embraced Information Communication Technology in different sectors. The Gauteng Department of Education (GDE) is playing a leading role in ensuring that schools are provided with appropriate ICT infrastructure such as Smartboards, Laptops, Tablets, and Connectivity. With this infrastructure comes the need to ensure that teachers are trained and developed in integrating ICTs in education to promote digital teaching. The purpose of this research is to establish teachers’ experiences in GDE training and development programs related to digital teaching. The focus of the training and development programs is on digital technologies in teaching of Mathematics. It is essential to ensure that teachers get quality training and development programs to attain skills and knowledge that will empower them to successfully implement ICT in the classroom (Truskowski, 2016)... , M.Ed. (Information and Communication Technology in Education)
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Teachers’ perceptions of their principals’ digital leadership practices in Gauteng West
- Authors: Dasruth, Judy
- Date: 2020
- Subjects: Education - Effect of technological innovations on , Educational leadership - Technological innovations - South Africa - Gauteng , Educational technology , School principals
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/478962 , uj:43304
- Description: Abstract: Disruptive digitals and innovations in the fourth industrial revolution are rapidly changing the education landscape. The prominent presence of digitals in everyday life has placed an increased focus on learning that is relevant for the digital age and this necessitates principals to change the way they lead learning in schools. As such, principals’ digital behaviours and activities that facilitate the change process towards cultivating a digital school culture are crucial in the successful integration of digitals into the digital age learning environment. This study explored teachers’ perceptions of their principals’ digital leadership practices in three primary schools in the Gauteng West District in South Africa. The rationale for doing this research was that digital leadership supports digital age learning and as such principals’ digital leadership practices that support the needs of today's digital students, which seems to be the way forward, has not fully yielded its intended purpose in South African public schools... , M.Ed. (Education Leadership and Management)
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- Authors: Dasruth, Judy
- Date: 2020
- Subjects: Education - Effect of technological innovations on , Educational leadership - Technological innovations - South Africa - Gauteng , Educational technology , School principals
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/478962 , uj:43304
- Description: Abstract: Disruptive digitals and innovations in the fourth industrial revolution are rapidly changing the education landscape. The prominent presence of digitals in everyday life has placed an increased focus on learning that is relevant for the digital age and this necessitates principals to change the way they lead learning in schools. As such, principals’ digital behaviours and activities that facilitate the change process towards cultivating a digital school culture are crucial in the successful integration of digitals into the digital age learning environment. This study explored teachers’ perceptions of their principals’ digital leadership practices in three primary schools in the Gauteng West District in South Africa. The rationale for doing this research was that digital leadership supports digital age learning and as such principals’ digital leadership practices that support the needs of today's digital students, which seems to be the way forward, has not fully yielded its intended purpose in South African public schools... , M.Ed. (Education Leadership and Management)
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The use of mobile technologies for mathematical engagement in informal learning environments
- Authors: Mcetywa, Mahoai Lorraine
- Date: 2014-04-23
- Subjects: Computer-assisted instruction , Education - Effect of technological innovations on , Cell phones , Mathematics - Study and teaching , Mobile communication systems in education
- Type: Thesis
- Identifier: uj:10838 , http://hdl.handle.net/10210/10345
- Description: M.Ed. (Ict in Education) , South African learners are underperforming in Mathematics. Annual National Assessments for grade 9 and grade 12 results in Mathematics are shocking according to the Ministry of Education. This study investigates informal learning as an alternative method of addressing underperformance in Mathematics in South African schools. Informal learning with the use of mobile technology enhances engagement in Mathematics learning. The participants of this study had access to Nokia MoMaths on their mobile phones. A quantitative survey research was conducted in four schools in Sedibeng West. The data was analysed using SPSS version 20.0. Results indicated a positive relationship between engagement and informal mobile mathematics learning.
- Full Text:
- Authors: Mcetywa, Mahoai Lorraine
- Date: 2014-04-23
- Subjects: Computer-assisted instruction , Education - Effect of technological innovations on , Cell phones , Mathematics - Study and teaching , Mobile communication systems in education
- Type: Thesis
- Identifier: uj:10838 , http://hdl.handle.net/10210/10345
- Description: M.Ed. (Ict in Education) , South African learners are underperforming in Mathematics. Annual National Assessments for grade 9 and grade 12 results in Mathematics are shocking according to the Ministry of Education. This study investigates informal learning as an alternative method of addressing underperformance in Mathematics in South African schools. Informal learning with the use of mobile technology enhances engagement in Mathematics learning. The participants of this study had access to Nokia MoMaths on their mobile phones. A quantitative survey research was conducted in four schools in Sedibeng West. The data was analysed using SPSS version 20.0. Results indicated a positive relationship between engagement and informal mobile mathematics learning.
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