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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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An adaptive pedagogical model to improve decision making in intelligent tutoring technologies

  • Authors: Dlamini, Methembe
  • Date: 2019
  • Subjects: Intelligent tutoring systems , Artificial intelligence - Educational applications , Computer-assisted instruction , Machine learning , Adaptive computing systems
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/417228 , uj:35325
  • Description: Abstract: One of the biggest challenges relating to intelligent tutoring systems (ITSs) is to model them to adapt to the individual student’s needs, leading to improved learning gains through personalised tutorials that consider aspects such as the choice of content, the level at which the content is pitched, and an appropriate strategy to tutor that content. Ideally, ITSs should be able to select content and teaching styles to suit each student, much like human tutors who are effective at using past tutoring experiences to adapt their delivery of the tutorial accordingly. Therefore, it is anticipated that the ITS’s ability to adapt might be improved significantly if the human tutor’s trait of using past experiences to aid decisionmaking can be incorporated. .. , M.Sc. (Computer Science)
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An information security reference framework for e-learning management systems

  • Authors: Assefa, Sorene
  • Date: 2011-10-11T08:16:36Z
  • Subjects: Computer-assisted instruction , Educational technology , Programmed instruction
  • Type: Thesis
  • Identifier: uj:7248 , http://hdl.handle.net/10210/3901
  • Description: M.Sc. (Computer Science) , Knowledge sharing technique has been revolutionized over the past years, and the use of Information and Communication Technologies (ICTs) is one of the main contributors to this revolution. One of the knowledge sharing means that emerged from the use of ICTs is the electronic Learning (e-Learning) system. An e-Learning Management System (e-LMS) is a software application that utilises ICTs to manage and deliver e-Learning to users. One of the main advantages of the e-LMS is unlimited access to information, including shared knowledge regardless of geographic location and time, which is the basis for its widespread popularity of e-LMSs in the academic and corporate environment. The main motivation behind this study is the realisation of the unique nature of e-LMSs, and its dependency on ICTs that makes it more vulnerable to information security risks; if these information security risks are not mitigated or put to an acceptable level, the overall integrity of the entire e-Learning process will be compromised. Moreover, in spite of the abundance of literature in e-Learning systems, the security aspect of e-LMS has been given very little consideration. This dissertation will investigate the possible information security risks facing e-LMSs from each user’s (i.e. Lecturers, Learners and Administrator) perspective. For the identified risks, as a possible information security counter measure, the author has created an information security reference framework, called ‘An Information Security Reference Framework for e-Learning Management Systems’ (ISRFe-LMS), which is based on the International Organization for Standardization’s (ISO) 27002. The ISO 27002 Standard is internationally accepted best practice for Information Security Management. Thus, the purpose of this dissertation is strictly focused on creating and enhancing the security of e-LMSs through the creation of the ISRFe-LMS. The Moodle e-LMS has been studied from its information security capabilities and mapped to the ISRFe-LMS, to validate how well it conforms to the security standards and criteria set by the ISRFe-LMS.
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Assessing the implementation of computers in a high school in the Klerksdorp district

Bandwidth efficient virtual classroom

  • Authors: Van der Schyff, Marco
  • Date: 2009-02-27T05:38:56Z
  • Subjects: Image processing , Human face recognition (Computer science) , Distance education , Computer-assisted instruction
  • Type: Thesis
  • Identifier: uj:8182 , http://hdl.handle.net/10210/2186
  • Description: M.Ing. , Virtual classrooms and online-learning are growing in popularity, but there are still some factors limiting the potential. Limited bandwidth for audio and video, the resultant transmission quality and limited feedback during virtual classroom sessions are some of the problems that need to be addressed. This thesis presents information on the design and implementation of various components of a virtual classroom system for researching methods of student feedback with a focus on bandwidth conservation. A facial feature technique is implemented and used within the system to determine the viability of using facial feature extraction to provide and prioritise feedback from students to teacher while conserving bandwidth. This allows a teacher to estimate the comprehension level of the class and individual students based on student images. A server determines which student terminal transmits its images to the teacher using data obtained from the facial feature extraction process. Feedback is improved as teachers adapt to class circumstances using experience gained in traditional classrooms. Feedback is also less reliant on intentional student participation. New page-turner, page suggestion and class activity components are presented as possible methods for improving student feedback. In particular, the effect of virtual classroom system parameters on feedback delays and bandwidth usage is investigated. In general, delays are increased as bandwidth requirements decrease. The system shows promise for future use in research on facial feature extraction, student feedback and bandwidth conservation in virtual classrooms.
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Challenges experienced by the learning and development department in a large financial institution when adopting and implementing e-learning and how these challenges were overcome.

  • Authors: Nkuna, Jane Sebolai
  • Date: 2008-10-27T06:32:42Z
  • Subjects: Computer-assisted instruction , training of employees , financial institutions
  • Type: Thesis
  • Identifier: uj:13107 , http://hdl.handle.net/10210/1307
  • Description: M.Ed. , Several authors have noted that the 21st century economy requires companies to adopt new ways of organising work. This puts organisations under pressure to acquire new skills and new ways to manage knowledge and information. (Coleman & Laplace, 2002:1; Khoshrow-Pour, 2002:111). They further maintain that technology helps organisations keep pace with changes in the workplace and can also drive many revolutionary changes. E-learning is one of the technological interventions that companies worldwide are using to keep up to the speed of changing business trends. E-learning attracts companies, organisations because it makes learning accessible anywhere, anytime (Rossette, 2002:13). Accessibility to learning material is a very important aspect in business worldwide (Aggarval, 2003:1&2). Employees are able to learn while at their workstations thereby saving travelling costs and in turn increase the company’s productivity. Being able to learn anytime provides employees with the opportunity to be in control of their learning. The traditional method of learning has been criticised for being expensive, time-consuming and unresponsive to immediate learner needs. As a result the number of companies using e-learning over traditional workplace learning is increasing worldwide (Simmons, 2002:13). Many companies have realised the value of e-learning and exploring this new method to try and save costs associated with the traditional method of learning. 1 , Prof. D. van der Westhuizen
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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)
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Educational heuristics for designing an online teacher professional development intervention to demystify coding

  • Authors: Van Vuuren, Anita
  • Date: 2021
  • Subjects: Teachers - Professional relationships , Teaching - Computer network resources , Internet in education , Teachers - In-service training , Computer-assisted instruction
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/487112 , uj:44331
  • Description: Abstract: Heuristic evaluation is a methodology used to inform developers of possible usability problems that can negatively impact on user experience. For the purpose of this study, the traditional set of heuristics by Nielsen’s principles (1994) together with more recent research inspired the development of domain specific heuristics developed in this study. The domain specific evaluation extend existing literature to prioritise 15 learning design principles that impact course design during teacher professional development. This includes a set of 24 heuristics and 49 evaluation foci. The aim of the research is to determine an appropriate set of heuristics to guide and examine the design of online interventions to demystify coding during teacher professional development instances. The practical implication is to evaluate an online training intervention using a set of heuristics to evaluate the potential design problems that could impact on the quality of the learning experience. The intervention under evaluation, which is an online website, targets office-based educators and teachers that want to understand how coding, robotics and computational thinking relate to education. The findings of this research provides a baseline for future design considerations for teacher professional development and more specifically with a focus on the conceptualisation of coding. , M.Ed. (Information Communication Technology in Education)
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Educators’ experiences of continuous professional development on the use of information and communication technology in Johannesburg secondary schools

  • Authors: Khumalo, Philbert
  • Date: 2015
  • Subjects: Educational technology - South Africa - Johannesburg , Internet in education - South Africa - Johannesburg , Computer-assisted instruction
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/214523 , uj:21292
  • Description: Abstract: Education has continued to evolve since time immemorial. This has resulted in South Africa investing in the modern ways of teaching and learning such as incorporating Information and Communication Technology (ICT) in education. The introduction of Information and Communication Technology (ICT) in education has transformed the education landscape. Teaching and learning has now become more interactive and engaging to the learners. Therefore, educators need to be empowered with relevant Information and Communication Technology (ICT) skills to be effective in their teaching. This can only be realized if the education authorities conduct a needs analysis to determine the relevant prerequisite Information and Communication Technology (ICT) skills that should be taught to educators. The purpose of this study is to explore and describe educators’ experiences of continuous professional development on the use of Information and Communication Technology (ICT) in Johannesburg secondary schools. To help the researcher achieve the aim of the research study, the following objectives are set:  to explore educators’ experiences of continuous professional development in the use of ICT.  to examine the current continuous professional development of educators in the use of ICT offered in schools. However, the researcher employed the qualitative research paradigm in this study to explore and describe educators’ experiences of continuous professional development in the use of Information and Communication Technology (ICT). This was a case study and four participants were purposefully selected from two secondary schools in Gauteng, Johannesburg. Structured interviews were conducted. The data gathered was then transcribed verbatim, coded and analysed. The findings of this study reveal that Continuous Professional Development (CPD) is an ongoing process of acquiring knowledge and skills through workshops or training or taking courses to improve educators in Information and Communication... , M.Ed.
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Effective learning in a virtual classroom for computer studies in a high school : a case study

Electronic assessment in an end-user computing course

  • Authors: Brink, Roelien
  • Date: 2010-05-26T06:13:30Z
  • Subjects: End-user computing , Electronic apparatus and appliances , Computer-assisted instruction , Programmed instruction
  • Type: Thesis
  • Identifier: uj:6836 , http://hdl.handle.net/10210/3269
  • Description: M.Ed. , Computers are an integral part of life, and have become integral to everyday functions of work, travel, health, entertainment and study. It is crucial that this technology be utilised to maximum effect. In schools, learners are increasingly required to enhance their computer skills, and at tertiary level students explore ways they can be used to develop and enhance capacity, functions and responsibilities. This study examines ways in which computer technology can be used to teach, so as to benefit all role-players in the learning process, including lecturers, students, the learning fraternity and industry, contributing to a more competent and capacitated workforce. In particular, it looks at an electronic assessment tool implemented by the University of Johannesburg (UJ), intended to enhance and upgrade learning in courses where computers are used. However, with the initial use of system, certain shortcomings were identified which affected its performance. As computer-related testing was considered important in contributing to assessment, it was critical to identify any problems that were inhibiting its optimal performance. To this end, the researcher studied the subdepartment End-User Computing (EUC), located within the department of Business Information Technology (BIT) at UJ. A qualitative phase consisted of two identified focus groups made up of specific individuals from BIT, comprising lecturers engaged in the daily use and activation of the electronic assessment system and supported by information system technical support personnel. A second phase, quantitative in nature, used responses to structured questionnaires delivered to students who had used the assessment tool. The University’s Statcon unit analysed results, and identified problems. Lecturers pointed to the language used in questions and system challenges to teaching and learning, while students highlighted a need for preparing them for the process, particularly calling for a tutorial with class presentation prior to assessment.
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Evaluation of e-learning policy, processes and practices in a corporate environment

  • Authors: Singh, Venola
  • Date: 2012-08-27
  • Subjects: Information and communications technology , E-learning , Employees - Training of - Computer-assisted instruction - Evaluation , Continuing education - Computer-assisted instruction , Internet in education , Computer-assisted instruction
  • Type: Thesis
  • Identifier: uj:3192 , http://hdl.handle.net/10210/6606
  • Description: M.Ed. , Information and communications technology (ICT) has an impact on every aspect of our lives. Using ICT has required the development of new knowledge and skills, which also has an impact on facilitators and learners who need many new skills to learn, work and adapt to the ever-changing world. Therefore, successful technology integration into teaching and learning requires learners to have access to an appropriate range of tools and the abilities to analyse, synthesise and present information. Hence, technology integration should be an essential part of an organisation’s learning culture. While ICT has been part of education for over 10 years, its use in teaching and learning, both in educational and corporate environments, often perpetuates instructivist models of education, rather than supporting social tool-mediated knowledge construction. The purpose of this research was to gain an understanding of learning technologies as a tool to design, develop and deliver learning interventions within a corporate environment. The study makes use of an acquisition-participation-contribution framework, which is part of cultural historical activity theory, in order to determine how the Training Department at Discovery has designed and delivered learning and to evaluate learner expectations. This case study made use of quantitative and qualitative research methodologies. The first phase involved the analysis of the organisation’s documents and reports on the strategies deployed within the company. During this phase, the organisation’s annual report, learning strategies, learning technologies strategy and the annual training report were reviewed and analysed. In the second phase of data collection, questionnaires were conducted on 82 participants, who included learners, facilitators and training managers from all business entities within the company. The first part of the questionnaire asked demographical information and the second part was made up of 27 statements relating to the acquisition, participant and contribution framework. These data were analysed statistically to determine how participants rated the importance of each statement in its current state and how they would like to experience it in the future. The last phase of the data collection involved three focus group sessions. Participants in the focus group sessions were from the head office in Johannesburg and a branch in Cape Town. The questions asked in the focus group sessions were designed with the aim of getting a better understanding of the differences in learning expectations of both the Training Department and learners. These data were analysed deductively against the acquisition, participant and contribution framework. Results from both the qualitative and quantitative investigations found differences in what learners want and what the Training Department actually delivered. The results from the questionnaire and focus groups clearly indicated that learners want to experience learning interventions that are social and collaborative in nature. They want to be able to contribute to the learning process. However, the Training Department designed and delivered learning interventions that focused on the distribution and acquisition of knowledge. These results suggest that in corporate environments, the department responsible for the professional development of employees needs to understand the needs of staff better and that learning is not the consumption of information, but is concerned with knowledge production to support individual and collective transformation.
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Facilitating the development of complex thinking skills in a Web-based learning environment : a design experiment

  • Authors: Botha, Jean
  • Date: 2012-02-27
  • Subjects: Computer-assisted instruction , Internet in education , Thought and thinking
  • Type: Thesis
  • Identifier: uj:2047 , http://hdl.handle.net/10210/4397
  • Description: D.Ed. , Web-based learning as an emerging new paradigm requires that instructional practitioners rethink instructional approaches, focuses and strategies to facilitate learning effectively. Together with Web-based learning, the role of thinking development in learning evolved to become major focuses in the educational arena and outcomes-based education initiatives introduced in South Africa have also placed instructional approaches to learning and complex thinking as vital components under the spotlight. Furthermore, there has been limited research - in the South African context - focusing on the link between complex thinking skills and the implementation of Web-based learning. The purpose of this study was to determine the effectiveness of instructional strategies employed in a Web-based learning model designed to develop complex thinking skills in post-graduate learners. To do this, it was necessary to establish a theoretical framework for the study. Through a literature study, the essential characteristics of complex thinking were examined and criteria derived; possible instructional strategies to enhance complex thinking were thoroughly researched and a set of criteria derived; the contribution of Web-based learning to the learning process was researched and a set of criteria derived. A Web-based learning course for post-graduate learners was then designed according to these criteria. Specifically this research sought to investigate the types of complex thinking skills evident while learners interacted in the Web-based learning environment; which instructional strategies employed in the learning programme enhanced complex thinking and learning; how the Web-based learning activities contributed to the learning process. The research took the form of an interpretive, qualitative study. The major methods of data collection were observation and documents retrieved from the Web of all the Web-based learning activities. Data were analysed using techniques of qualitative analysis recommended by Bogdan and Biklen, (1992:116), Creswell (1994:155), Marshall and Rossman (1995:85), Maxwell (1992:295), Miles and Huberman (1994:181) and Tesch (1990:97). The findings suggest that instructional strategies can be successfully incorporated for the facilitation of complex thinking. When implemented with all the criteria defined in the design, it appears to provide an effective framework for the design of a Web-based learning environment for the acquisition of complex thinking and learning.
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Finding a niche for teachers within the ecology of ICT learning

High achievers in the Integrated Quality Management System (IQMS) and their perceptions of the role of information and communication technologies (ICT) in their teaching

How effectively do master's students in computer-based education learn?

  • Authors: Zhang, Xin Sheng
  • Date: 2009-02-27T07:14:18Z
  • Subjects: Learning evaluation , Instructional systems design , Computer-assisted instruction , Master of arts degree
  • Type: Thesis
  • Identifier: uj:8206 , http://hdl.handle.net/10210/2209
  • Description: M.Ed. , Die doel van hierdie studie is om te bepaal hoe effektief ’n interaktiewe leersisteem gedurende die Meesterskursus in Rekenaar gebaseerde onderrig te RAU, is. Ten einde hierdie navorsingsdoel te bereik, is die volgende doelwitte as riglyn vir die navorsing geformuleer: • om ’n literêre oorsig te verkry ten einde vas te stel hoe die effektiwiteit van leer bepaal kan word; • om ’n evalueringsinstrument op te stel wat die effektiwiteit van leer bepaal deur die gebruik van die Kirckpatrick-model vir leerevaluering; en • om te bepaal, deur middel van ’n evaluerings- gevallestudie, hoe effektief studente in hierdie ondersoek geleer het om ’n onderrigplan te ontwerp deur middel van ’n interaktiewe leersisteem. Die rasionaal van die studie het tot die volgende navorsingsvraag, gelei: “Hoe effektief het Meestergraad-studente in rekenaargebaseerde die ontwerp van ’n onderrigplan onder die knie gekry deur gebruik te maak van ’n interaktiewe leersisteem?” ’n Kwalitatiewe navorsingsbenadering is gevolg. Die navorsingsmetode wat vir hierdie studie gebruik is, is ’n gevallestudie wat ’n in-diepte begrip van die leerderondervinding en effektiwiteit van leer, geskep het deur gebruik te maak van WebCT. Metodes om data te versamel, om hierdie spesifieke navorsing uit te voer, bestaan uit ’n literatuurstudie (vir die daarstelling van die begrips- en teoretiese raamwerk) asook; en ’n gemengde data-versamelingsmetode wat insluit: waarnemings, vraelyste, onderhoude en die dokument-analise. ’n Kort inleiding van die data-analise, die strategieё wat gevolg is om die betroubaarheid van die studie te waarborg, en ’n beknopte beskrywing van die etiese aspekte wat in ag geneem is vir hierdie studie, is ingesluit. ’n Wye oorsig van die toepaslike literatuur vir hierdie navorsingsondersoek word voorsien. Om die navorsingsvraag te beantwoord, is die begrip leer, eerstens verken en verduidelik deur gebruik te maak van drie leerteorieё, naamlik, Gedragsteorie, Kognitiewe Teorie en Konstruksie-teorie. Tweedens, deur te fokus op die ondersoek van “hoe om die effektiwiteit van leer te meet”, is vier paradigmas en verskeie evalueringsmodelle bestudeer en bespreek. Laastens is Kirckpatrick se viervlak-evalueringsmodel ook bestudeer en bespreek. Hierdie model is gekies as ’n gepaste evalueringsmodel vir die betrokke studie. ’n Oorsig van die Meesterskursus en die onderrigprogram WebCT is gegee. Die werking en samestellende dele van WebCT, wat gebruik is vir hierdie kursus, word kortliks beskryf. Die gekose tema (Tema 5 - Die teorie oor die ontwerp van ’n onderrigprogram) wat gebruik is vir hierdie studie, is ook beskryf en bespreek. Die bevindinge van Vlak Een - Reaksie-evaluering wys dat die kursus se doelwitte bereik is en dat studente die verlangde leeruitkomste ten opsigte van Tema 5 bereik het. Die studente se oorsigtelike evaluering van die onderrigprogram, WebCT was oor die algemeen goed. Volgens die evaluering van die toepaslikheid van die inhoud van Tema 5, wys die bevindinge egter dat die ontwerp van ’n onderrigplan nie heeltemal van toepassing was op elke student se werk nie. Die bevindinge van Vlak Twee - Leerevaluering wys dat na die onderrig van Tema 5, die kennis en vaardighede van die studente oor die ontwerp van ’n onderrigplan aansienlik vermeerder het. Die meerderheid van die studente het ’n positiewe uitkyk gehad oor wat hulle geleer het uit Tema 5. Die bevindinge van Vlak Drie - Gedragsveranderings-/Oordrag van leer-evaluering wys dat die meerderheid studente hulle gedrag op ’n positiewe manier, ten opsigte van Tema 5, verander het. Die bevindinge van hierdie Vlakevaluering wys egter uit dat dit nodig is om die kennis en vaardighede wat gedurende die onderrig verkry is, deur gebruik in die werksplek te versterk. Die bevindinge van Vlak Vier - Resultate-/Organisatoriese invloed- evaluering wys dat die onderrig van Tema 5 nie ’n sterk invloed op die organisasie van studente gehad het nie.
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Information and communications technology support role students using learning technologies during work-integrated learning

  • Authors: Mongake, Mpho Ivan
  • Date: 2019
  • Subjects: Educational technology , Computer-assisted instruction
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/402138 , uj:33641
  • Description: Abstract : Information and communication technology (ICT) is increasingly widespread, influencing many aspects of social, educational and work lives. It would seem that implementation of technology in an education program would depend strongly upon support and attitudes of teachers, schools, and principals. ICTs in teaching and learning must, however, be used in a way to promote learner-centered and self-regulated learning. The purpose of this study is to understand how pre-service information and communication technology (ICT) support role students use learning technologies during work-integrated learning (WIL). The Technological Pedagogical Content Knowledge Framework (TPACK) as proposed by Mishra & Koehler (2009) is used to determine the ICT use in this study. This framework builds on three kinds of knowledge, namely, technological, pedagogical and content knowledge (Koehler & Mishra, 2009). A qualitative approach was used to investigate the use of ICTs by pre-service ICT support role teachers who were purposefully invited to participate in the interview sessions. These participants were expected to do their teaching practical / WIL for three weeks during first semester and seven weeks during their second semester at schools that are located in Gauteng. During WIL they are expected to have a subject mentor to guide them. ICTs are expected to be used in curriculum integration, lesson planning and the design of ICTs for assessment in the classroom. Teachers are also supposed to guide the participants by providing feedback and emotional support. Data from the interviews were analysed using Atlas.ti to identify themes. Themes in this study are supported by direct quotations from the interviews. This study identified two broad categories, namely success and failure to use ICTs. Each of these categories is supported by a number of themes that explain why participants either succeed or fail to implement ICTs in their teaching activities. , M.Ed. (Science and Education Technology)
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Life Sciences teachers’ experience in the use of Interactive Whiteboard (IWB) when teaching Grade 10 cell division

  • Authors: Ndlovu, Phumelele Pearl
  • Date: 2021
  • Subjects: Interactive whiteboards , Computer-assisted instruction , Educational technology , Life sciences - Study and teaching (Secondary) , Science teachers - Training of , Teaching - Aids and devices
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/485857 , uj:44176
  • Description: Abstract: Many scholars are interested in the effective use of the interactive whiteboard (IWB) in teaching and learning. Traditional teaching approaches make it difficult for students to comprehend the process of cell division. Using a range of instructional devices, such as the interactive whiteboard, emphasize the dynamic nature of cell division (IWB). The purpose of the study is to explore how grade 10 life sciences teachers use interactive whiteboards when teaching meiosis. Using a cross-case analysis, this study analyzed the teaching and learning processes using IWBs in teaching meiosis at grade 10. A case study approach research aims at investigating the use of interactive whiteboards (IWBs) utilized in three different schools in South Africa so as to obtain first-hand information. Interviews and lesson observations were carried out with four different teachers. The Saldana coding model was used to analyze the responses, and narrative analysis was used. The IWBs have not been successfully used in the teaching of meiosis. Factors such as lack of teacher training on the use of IWBs and insufficient technological support have been cited as some of the reasons IWBs are not effective in teaching and learning. Recommendations such as, teacher training and setting aside a proper budget for IWB implementation were made. For future research, it would be great for researchers to investigate how to better recognize technology leaders in a school, including how personality, expertise, qualifications, and preferences all play a role in identifying a successful technology leader. , M.Ed. (Science Education)
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Opleiding in vraagstelling deur middel van simulasie in die Plato-stelsel

Pre-service teachers’ emerging and changing mental models for using learning technologies in teaching and learning : implications for teacher practice

  • Authors: Rikhotso, Moses Joseph
  • Date: 2017
  • Subjects: Educational technology , Computer-assisted instruction
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/232335 , uj:23695
  • Description: M.Ed. , Abstract: Pre-service teachers use cognitive knowledge structures to engage with, to show, to understand and to cooperate with the outside world. Accordingly their prejudices, beliefs, practices, and ethics impact on all aspects of their lives. These cognitive knowledge structures are known as mental schemata or mental models. Prior experience while interacting with technology at home and at school may have an impact on future use of technology. As such, their experiences with technology may determine whether they actually integrate technology in their teaching and learning. This research investigates how existing mental models (experiences from home parents and peers and school from teachers) may influence pre-service teachers’ conceptions of learning when they are confronted with new pedagogies in the integration of ICTs into their own teaching and learning. As such, the research seeks to understand how mental models emerge and change in third year pre-service teachers through engagement with ever-changing educational technology and the implications thereof for teacher training. To fulfil this aim, these objectives need to be met using an interpretive theoretical perspective to investigate the disconnect between existing mental models based on previous experiences of schooling and daily lives and to report on the emerging or changing mental models due to exposure to ICT integration in specialisation areas during an undergraduate module. Data sources, including discussion forum comments, are used to instil views about the use of technology in the 21st century. During pre-service teacher training, a questionnaire was used to illicit views on how they see technology usage after their interaction with it during class in the form of collaboration and authentic lesson activities. To find out how far the activities in this module convinced them to change their mental models, a reflection question was included in their end-of-module portfolio to indicate how they would improve the module for future pre-service teachers. Again, these data sources were analysed using Strauss and Corbin’s content analysis from a TPACK Framework. The TPACK framework was used to identify methods for changing or transforming mental models by looking at the pre-service teachers’ Technological Knowledge (TK), their Content Knowledge (CK), their Pedagogical Knowledge (PK), their Pedagogical Content Knowledge (PCK), their Technological Content Knowledge (TCK), their Technological Pedagogical Knowledge (TPK) and, lastly, their technological pedagogical knowledge content knowledge...
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