The use of digital video conferencing to support the teaching and learning of deaf learners.
- Authors: Naiker, Vasidevan Subreya
- Date: 2008-10-21T12:34:42Z
- Subjects: deaf children's education , educational technology , teachers' in-service training , computer assisted instruction
- Type: Thesis
- Identifier: uj:13037 , http://hdl.handle.net/10210/1291
- Description: M.Ed. , This study explores how digital video conferencing (DVC) supports the teaching and learning of Deaf learners providing access to an appropriate curriculum. Whilst there are policies addressing the educational needs of the Deaf in South Africa, there are still gaps between policy and practice, as a result there are not enough visible results that ensure equal access and equal opportunities. The lack of visual educational technologies that support the delivery of instruction in schools for the Deaf in South Africa create barriers to effective teaching and learning. The main aim of this study is, how does digital video conferencing support the teaching and learning of Deaf. Also, the experiences of Deaf learners who are exposed to digital video conferencing technologies will be described. The findings will be used to make recommendations for improving the teaching and learning strategies in Deaf education. This study also examines how Digital Video Conferencing and related educational technologies support the teaching and learning of Deaf learners. According to DEAFSA, 2002, 14.43% of learners within special educational needs are Deaf. In my 14 years experience in Deaf education, and 11 years as principal of the school for Deaf learners, I have found that barriers exist in Deaf learners who are part of the system. The constructivist theory which focuses on the individual in the learning process, will be used in this study. This study proves that Digital video conferencing intervention can minimize the barriers that exist in Deaf education and afford learners the opportunity to participate in and make use of their natural language, that is South African Sign Language. The qualitative research design is therefore most appropriate for this study, since the focus is to obtain data that could facilitate an understanding of the experience of Deaf learners, whose teaching and learning sites are supported using digital video conferencing technologies. The video recorded responses from Deaf participants increased the validity of the data. The participants in this study are twelve grade 10 (N1) Deaf learners from Tshwane north. The participants being Deaf learners in this research project receive instruction as activities from their educator using DVC. The findings revealed that DVC liberates learners with special needs and their teachers, especially, opening up opportunities for the Deaf in particular. DVC technology must be seen as an educational tool to support the delivery of the exciting National Curriculum Statements (NCS) curriculum, and more importantly, supports the communicative modes of the Deaf, and in doing, so improves the status of Deaf education in South Africa Finally this new role requires the educator of the Deaf to assume responsibility for creating within Deaf learners a desire to learn (Storbeck, 1998). In doing so, using DVC technologies would foster an ethos of achievement among Deaf learners. DVC technology provides exactly what the Deaf have been waiting for, that is educational technologies that would support the acquisition of their natural language, South African Sign Language. The use of DVC technology in the teaching and learning of Deaf learners in South Africa is a new concept, therefore it is necessary for the teacher of the Deaf to use instructional methods that motivate learners and encourage active learning. , Prof. J. Pillay
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The readiness of teachers to integrate information and communication technology for learning in a selected school in the GautengOnline project.
- Authors: Hlatshwayo, Nomathemba Faustinah
- Date: 2008-08-21T12:49:49Z
- Subjects: Gauteng (SouthAfrica) , GautengOnline project , teachers in service training , computer assisted instruction , educational technology , information technology
- Type: Thesis
- Identifier: uj:3640 , http://hdl.handle.net/10210/901
- Description: This study is aimed at providing the reader with a detailed description of the readiness of teachers to integrate Information and Communication Technology (ICT) for learning in a selected school in the GautengOnline (GoL) Project, through qualitative research design that used various data collecting methods: Questionnaire, observations and interview. A large number of teachers showed some interest in using ICT learning but had difficulties on how to get started due to the lack of suitable ICT skills. It has been observed that computers in this school are mainly used by a few teachers for administration purposes. Four teacher participants were interviewed individually to find how ready were they to integrate ICT for learning after the GoL training has been completed. The interviews revealed that there was no ICT integration that was taking place in this school due to training that left them with insufficient ICT integration skills and knowledge. The research results provided evidence that there was poor utilisation of ICT integration in this school, though teachers were interested in using computers. The research indicated that many teachers are reluctant to attempt to integrate computers into teaching and learning without ICT teaching assistance. Teaching assistance may only need to be for a limited period until teachers gain confidence and competence, although the need for technical assistance is likely to be permanent. In the literature review, ideas are given on how ICT can be integrated for learning and the aims of ICT integration are also provided for teachers to obtain knowledge of what is required of them in ICT integration. In the final chapter, recommendations for further research are highlighted to make ICT integration possible in this selected school. Lack of skills and knowledge of how to use ICT for learning has led the teachers in this school to take no notice of how learners can benefit in learning with computers.Clearly, there is still a long way to go before some schools and some teachers are able to use computers as effectively and efficiently for teaching and learning. The Gauteng Department of Education and the GautengOnline project will need to ensure that usage of ICT in individual schools and classes does not fall below acceptable ICT standards. , Prof. D. van der Westhuizen
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Educator competence in integrating computers for teaching and learning within the framework of the GautengOnline project.
- Authors: Dagada, Rabelani
- Date: 2008-08-15T07:54:40Z
- Subjects: computer assisted instruction , educational technology , GautengOnline project
- Type: Thesis
- Identifier: uj:7845 , http://hdl.handle.net/10210/873
- Description: Educators’ competence in the integration of computers in teaching and learning is an important aspect of the improvement of standards of education both locally and worldwide. The fact that educators at the selected school perceived themselves to be competent in and enthusiastic about the use of computers to conduct educational activities holds great promise for the future of our educational endeavours. However, the reality is that there is still a lot of work to be done. The researcher has noted that the GautengOnline project and the Education and Training Development Practices Sector Education and Training Authority (ETDP Seta) are currently (2004) funding 100 educators at Rand Afrikaans University to study the Advanced Certificate in Education (ACE): Educational Computing. This is a two year programme which includes theory and practical about the use of computers in teaching and learning. The ACE: Educational Computing is a curricular offering that empowers educators to employ ICT in teaching and learning activities. The course will also give educators the opportunity to design and develop educational multimedia and interactive web-based learning environments. The researcher learnt that that the course is not about ICT, but it is a course about teaching with ICT. Towards the end of this study (May 2004) the GautengOnline project had started to provide training sessions to all educators in each GautengOnline school (rather than only five per school)l. These training sessions are conducted during four consecutive Saturdays and take place at the schools. It seems that the GautengOnline project and other role players are continuously contributing to addressing the digital divide that exists in South African schools. , Mr. G.V. Lautenbach
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