Adults' engagement with computers in an adult basic education and training (ABET) programme.
- Authors: Nevondo, Ntsengiseni Lizah
- Date: 2008-10-27T06:32:21Z
- Subjects: Computer-assisted instruction , Limpopo (South Africa) , Computer literacy , Adult education , Elementary education of adults
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/384678 , uj:13105 , http://hdl.handle.net/10210/1305
- Description: M.Ed. , At present, some six million South Africans are illiterate, and around two million unemployed adults have inadequate basic schooling (National Education Coordination Committee, 1993:30). This means that they are unable to take advantage of further training or skilled employment prospects. The consequences of illiteracy amongst adults are still reflected through the economy in the form of low productivity, poor quality of life of low-income households and communities, and in political and social instability. Similar findings have been recorded in other countries. For example the Australian Government Gazette (2000:31) states that there were over 23 million adults between the ages of 16 and 65, over 3 million of whom had not had access to schooling. Furthermore, nearly 10 million had not completed Grade 9, and over 10 million had not completed Grade 12. Vella (1994:1) concurs that the introduction of Adult Basic Education and Training (ABET) is a solution to the problem. Adult Education is expected to bring about change in adult learners, with goals ranging from changing behaviour to increasing knowledge, skills and attitudes. One of the focuses of ABET is educational technology, with specific focus on the computer. Carter (1993) states that educational technology, in particular the computer, is widespread to such an extent that it is viewed as an indispensable tool in the daily lives of people. It is used in homes, offices, shops, banks and hospitals. In addition, the most important indicator of the population’s ability to use information technology is to apply computer basics. Although no scientific survey of computer literacy in Africa has been performed to date, rough estimates do exist. Hodge & Miller(1997) quote the World Competitiveness Report (1993) which placed South Africa’s computer literacy rate on a par with Brazil, just below `India and well behind countries like Singapore and Japan (see Chapter 2, table 2.1). Over a decade later, an estimate of computer literacy in South Africa (Hodge & Miller, 1994:[online]) based on the education, employment and demographic profile of the population, shows the levels of computer literacy to be 3.2 million people, or 7.7% of the population. In addition, these figures are based on criteria that computer literacy is determined in the workplace, the level of education determining the type of job one gets and how much prior experience with computers one has. Factors such as age will influence the level of computer literacy. Applying this methodology to each race group, Hodge and Miller, 1997 [online]) find computer literacy rates of 21.1% for Asians, the lowest percentage 5.6% for Blacks and 7,1% for Coloureds. As these statistics indicate, the lowest percentage are Blacks, which indicates that this group is in most need of ABET (Hodge & Miller, 1997: [online]). As the researcher found that the low computer skill figures revealed that the groups most in need of computer literacy are Blacks, she, therefore, was motivated to examine the reasons behind these low figures. 1.2 , Dr. G.V. Lautenbach
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The engagement of educators with computers during the uptake of Information and Communication Technology (ICT).
- Authors: Tlhoaele, Malefyane Jacobeth
- Date: 2009-02-11T08:54:28Z
- Subjects: In-service training of teachers , Computer literacy , Information technology , Ga-Rankuwa (South Africa)
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/376142 , uj:8133 , http://hdl.handle.net/10210/2108
- Description: M.Ed. , Die navorsingsdoel van die studie is om vas te stel hoe Intell® Teach to the Future die betrokkenheid van opvoeders met Informasie en Kommunikasie Tegnologië (IKT) beïnvloed. Opvoeders in Ga-Rankuwa het deelgeneem in die navorsing. ŉ Aantal privaatondernemings, soos Intel, het programme ontwerp ten doel om opvoeders met die integrering van IKT te ondersteun, maar onvoldoende gedokumenteerde bewyse van die invloed van privaat initiatiewe op die betrokkenheid van opvoeders met IKT bestaan. Skole in Ga-Rankuwa gebruik die IKT integreringsopleidingsprogramme van verskeie organisasies, dus is dit belangrik om die invloed van hierdie programme op die betrokkenheid van opvoeders met rekenaars te evalueer. Onderswyersopleiding in IKT integrering word beskou as die belangrikste en kritiese suksesfaktor om die tekort aan gekwalifiseerde opvoeders in IKT aan te spreek (Dawes, 1999:256). Volgens Orange en Hobbs (2000:86) om skole en opvoeders te betrek by IKT integrering, die beskikbaarheid van harde-en sagteware word as noodsaaklik beskou alhoewel die blote teenwoordiigheid van rekenaars in skole is onvoldoende om die kwaliteit van die onderwys te verander. Verdere pogings om opvoeders te betrek met IKT integrering in onderwys en leer so wel as ondersteuning is benodig. Verkeie lande gebruik verskillende strategiee van onderswyersopleiding in hierdie verband. Die navorsingmetodes is ‘n kombinasie van etnografie en ‘n gevallestudie. Waarneming, fokusgroeponderhoude en analise van dokumente is gebruik om data te versamel. Data analise het gelei tot vyf kategorieë. Die bevindinge toon aan dat Intel®, tot ‘n grote mate, die betrokkenheid van opvoeders wel beїnvloed het.
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The evaluation of a learning programme for computer literacy
- Authors: Diseko, Israel Moloipelo Rabaitse
- Date: 2012-01-16
- Subjects: Computer literacy , Computer-assisted instruction , Education evaluation , Computer study and teaching (Primary)
- Type: Mini-Dissertation
- Identifier: uj:1902 , http://hdl.handle.net/10210/4263
- Description: M.Ed. , The aim of this study was to assess the extent to which the Futurekids Technology Curriculum for the acquisition of computer skills at St. Conrad's College in Klerksdorp adheres to the principles of OBE. The participants in this study were the Grade 6 learners together with their teacher. The OBE is a paradigm that focuses on transforming educational practice, making education relevant, effective, and bringing educational changes that are in line with the goals of the Reconstruction and Development Programme in South Africa. The theoretical assumptions of OBE as a model for meaningful implementation are indicated. The OBE concept and approaches are clarified. The principles that form the holistic framework for the implementation of OBE are established and used as criteria to evaluate Futurekids Technology Curriculum. Many schools are utilising the computer skills training programmes of companies like Futurekids. If the computer skills training programmes of outside companies is being used in schools, it is important to assess the extent to which these computer skills training programmes adhere to the principles of OBE. Futurekids has adapted and is implementing OBE in the acquisition of computer skills. The Futurekids Technology Curriculum is a learning programme that teaches learners to achieve desired computer skills and is placed within a framework of commonly accepted definitions and models for computer literacy. The research design of this study was based on a qualitative approach and was as such exploratory, descriptive and contextualising. The research method used was a case study and the data collected techniques were literature review, observation (field notes), a focus group interview, individual interviews (semistructured interviews), a questionnaire and the criteria for OBE programme. The data collected were transcribed and reduced and as such, the process yielded eight categories that led to the principles that underpin the implementation of OBE. The trustworthiness of this research study was done through two strategies, validity and reliability. Both the strategies were used by the researcher to ensure the trustworthiness of the research findings, together with the external independent moderator. The findings indicate that to a large extent the Futurekids Technology Curriculum is consistent with the principles of OBE and adheres to the identified norms for computer literacy. In the final chapter, the overview of the study, conclusion, recommendations for further research and limitations of the research results.
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Infusing information and communication technologies (ICTs) into the teaching and learning of mathematical literacy
- Authors: Minty, Rehana
- Date: 2012-06-07
- Subjects: Information and communication technology , Computer literacy , Teaching mathematical literacy
- Type: Thesis
- Identifier: uj:8726 , http://hdl.handle.net/10210/5077
- Description: M.Ed. , Infusing Information and Communication Technologies (ICTs) into the teaching and learning of Mathematical Literacy Located in the qualitative research paradigm, this study was conducted in eight Gauteng Department of Education schools in the Ekurhuleni North District 6, in Gauteng South Africa and aimed to investigate the use of ICTs in the teaching and learning of Mathematical Literacy. This study focused on how Mathematical Literacy teachers use ICTs to enhance their teaching and learning. In addition, teachers’ attitude, ICT competency as well as the challenges that they face in using ICTs to enhance the teaching and learning of Mathematical Literacy was investigated. Not only is knowledge of ICTs important but the competence of ICT users, namely teachers and learners requirements need to be illuminated through extensive and intensive research. For this reason, this study could, despite its limitations, pave the way for far more elaborate studies to be conducted. This study will contribute towards an understanding of teachers’ experiences of the use of ICTs in South African classrooms. The need exists for teachers to be trained in computer literacy skills and technology skills as well as for school management and the Department of Education (DoE) to provide the necessary support that is deemed essential for the successful use of ICTs in the teaching and learning of Mathematical Literacy. The findings of this study suggests that unless school management and the DoE providethe necessary training and support for teachers, the likelihood of attaining the goal of all learners being ICT literate by 2013, may not be realised.
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The role of digital literacy in the academic performance of first year students in the National Diploma: Information Technology at the University of Johannesburg
- Authors: Barlow-Jones, Glenda
- Date: 2010-05-24T09:08:13Z
- Subjects: Computer literacy , First year students , Academic performance
- Type: Thesis
- Identifier: uj:6819 , http://hdl.handle.net/10210/3253
- Description: M.Ed. , The aim of this study is to determine the role of pre-existing levels of digital literacy on the academic performance of students who are enrolled for the National Diploma Information Technology at the University of Johannesburg. The majority of students entering the University of Johannesburg are black and come from schools and communities which do not enjoy the same technologically rich environments as that of their counterparts, yet on entering their first year of studies, they are expected by lecturers to perform at the same level as those from advantaged backgrounds. Students enrolled in 2008 were targeted, using a mixed methods study that incorporated both quantitative and qualitative data to illuminate the factors related to digital literacy that may have influenced the students’ likelihood to succeed in the Information Technology modules. The data that were collected were brought in relation to the students final marks for the subject Information Systems 1 Module A (Computer Concepts). It emerged that the computer literate students performed significantly better during the first semester compared to the computer illiterate students. The computer illiterate students indicated that the lack of computer experience influenced their ability to pass computer related subjects; however, it was not the only limiting factor as socioeconomic factors also played a role. Other results showed that students battled to keep up with the fast pace with which subjects were lectured. The students’ level of the English language is a predictor of their success in the Diploma and more than 70% of students were unable to use the Internet.
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