The impact of educator engagement with computers on their teaching practice and the way they think about their teaching.
- Authors: Pretorius, Erica Delores
- Date: 2009-01-28T09:41:48Z
- Subjects: computer managed instruction , computer-assisted instruction , teaching practice
- Type: Thesis
- Identifier: uj:14838 , http://hdl.handle.net/10210/1961
- Description: M.Ed. , Teaching and learning is the main focus at any school, but this takes place within the framework of a national educational system. There have been numerous changes in education during the last decade in South Africa, including the advancement of computers. The focus of teaching and learning has moved towards the learner centered approach of Outcomes Based Education and integrating computers into schools has been more focused on learners. This study, however, focuses on educators and investigates whether using computers can encourage teachers to reflect on, and improve their current teaching and learning practices. This qualitative study investigated the impact of teachers using computers for teaching and learning purposes. A literature review was conducted, which included teaching and learning theories, approaches, strategies and styles, as well as educator engagement with computers. A description of natural occurring events within the practice of teaching and learning at a selected primary school was used. The data were collected from surveys, interviews, questionnaires and checklists, completed by educators and learners.
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Primary school teacher's perceptions of the influence of ICT on their educational practices.
- Authors: Phala, Sophy Thembani
- Date: 2008-10-27T06:35:31Z
- Subjects: primary school teachers , computer-assisted instruction , educational technology , teaching practice
- Type: Thesis
- Identifier: uj:13148 , http://hdl.handle.net/10210/1316
- Description: M.Ed. , The focus of this practitioner's research inquiry is primary educators’ perceptions and conceptions, and thus their self-evaluation on the impact of the introduction of computers on their educational practice. Its main aim was to explore and capture the way primary school educators in Gauteng, South Africa, who participated in the study perceived the impact of the introduction of computers on their educational practice. The case study was conducted within the parameters of the relevant literature review to determine the impact of the introduction of computers on educational practice of educators worldwide. It looked at the way in which educators utilise both current and emerging computer technologies and how they express their perceptions and conceptions of the impact of the introduction of computers on their educational practice. A further aim was to identify trends in educational technologies in developing countries; to identify the benefits and limitations of computer technology in education around the world and to position this study within the South African context. This research also looked into educators as facilitators and creators of the learner and educator support material (LESM), producing a product of high quality. Educators through their personal research into technology could express, create and discover which in turn informed and impacted on their didactics and pedagogies which indirectly has a positive effect on the learners. Based on this research, the paper concludes that computer technology enables educators to find new ways of unlocking reality for learners to attribute meaning to it in a more comprehensive manner. , Dr. G.V. Lautenbach
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Transfer of skills learned in post-graduate studies to teaching practice.
- Authors: Brown, Patricia Ruth
- Date: 2008-06-24T07:49:26Z
- Subjects: graduate students , training of student teachers , teaching practice , Randse Afrikaanse Universiteit , reflective teaching , reflection (philosophy) , action research in education
- Type: Thesis
- Identifier: uj:9631 , http://hdl.handle.net/10210/704
- Description: An information ecology, in the words of MIT Press, is “a system of people, technologies and values in a local environment” (2000:[online]). This inquiry uses the elements of the information ecology – the interdependent system, its wealth of diversity, the co-evolutionary nature of the relationships within the environment, the leadership of keystone species, and the relationships and technology within its locality – to provide a framework within which to reflect on my learning as a postgraduate student at the Rand Afrikaans University (now the University of Johannesburg). Situated in a postmodern philosophical perspective and informed by constructivism, deconstructionism and critical theory, the phenomenological inquiry uses John Dewey’s model of reflective thought (1933) to examine the reasons for the disparity in the transfer of their new expertise by students who have participated in postgraduate programmes at the University, and to determine the principle factor that led to my incorporating such new skills into my own teaching practice. Evidence of this transfer of skills is presented in the description of an action research intervention that I designed and implemented in teaching basic computer skills to a group of ACE students in 2004. , Mr. G.V. Lautenbach
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