The barriers of using education technology for optimizing the educational experience of learners
- Authors: Joseph, Juliet
- Date: 2012
- Subjects: Educational technology
- Type: Article
- Identifier: uj:6269 , ISSN 1877-042 , http://hdl.handle.net/10210/8873
- Description: The paper will discuss the impact that education technology has on the teacher-student experience and does learning really takes place or has the educator been removed from the learning environment. Technology can enhance the teacher-student experience; the study will conclude that the educator-student learning experience can’t be replaced by technology due to human and social elements which technology lacks. Education technology does not have interpersonal interaction and an increase in technology can lead to less interaction within teacher-student interactions. Communication constitutes of 80 through language, while 20% is nonverbal such as writing. Education technology falls into the 20 precent category concluding that it is not the best tool.
- Full Text:
- Authors: Joseph, Juliet
- Date: 2012
- Subjects: Educational technology
- Type: Article
- Identifier: uj:6269 , ISSN 1877-042 , http://hdl.handle.net/10210/8873
- Description: The paper will discuss the impact that education technology has on the teacher-student experience and does learning really takes place or has the educator been removed from the learning environment. Technology can enhance the teacher-student experience; the study will conclude that the educator-student learning experience can’t be replaced by technology due to human and social elements which technology lacks. Education technology does not have interpersonal interaction and an increase in technology can lead to less interaction within teacher-student interactions. Communication constitutes of 80 through language, while 20% is nonverbal such as writing. Education technology falls into the 20 precent category concluding that it is not the best tool.
- Full Text:
Die opleiding van onderwysers in die gebruik van opvoedkundige televisieprogramme
- Authors: Bezuidenhout, Wynand C. J.
- Date: 2014-04-14
- Subjects: Television in education , Teaching - Aids and devices , Media programs (Education) , Educational technology , Audio-visual education , Teachers - Training of , Teachers - In-service training
- Type: Thesis
- Identifier: uj:10622 , http://hdl.handle.net/10210/10143
- Description: M.A. (Media Studies) , One of the problems facing formal education in South Africa today is that. of coping with the educational needs of a fast developing country. An important recommendation of the De Lange Report was that educational technology should be utilised to alleviate this problem. Educational television, especially the use of video, is regarded as one of the most important technological media which can assist in this matter. A study was undertaken in the use of educational television in developing and developed countries in resolving educational problems. The role of teacher training in the successful implementation of educational television was also scrutinised. It was found that teacher training played a decisive role in the successful use of this medium. Teachers inadequately trained in the use of the medium lacked the knowledge to use it properly in the classroom. They also showed a resistance to the medium. At· present educational television in South Africa is aimed at non-formal educational needs but from 1 April 1986 the SABC will commence the broadcasting of formal educational programmes. In this study it is thus recommended that training courses in the use of educational television should be instituted at all "teacher training centres in South Africa and that all educational departments should give attention to the formal and non-formal training of in-service teachers .. Guidelines for a training course are suggested in this study. The contents of such a course would include components like television literacy, television and cognition, the analysis and evaluation of programmes, integration with the various subjects, the use and compilation of· support material and small scale television production. It is also recommended that the course should comprise lectures in theory and practical work sessions. -These practical work sessions would be regarded as the most important part of the course.
- Full Text:
- Authors: Bezuidenhout, Wynand C. J.
- Date: 2014-04-14
- Subjects: Television in education , Teaching - Aids and devices , Media programs (Education) , Educational technology , Audio-visual education , Teachers - Training of , Teachers - In-service training
- Type: Thesis
- Identifier: uj:10622 , http://hdl.handle.net/10210/10143
- Description: M.A. (Media Studies) , One of the problems facing formal education in South Africa today is that. of coping with the educational needs of a fast developing country. An important recommendation of the De Lange Report was that educational technology should be utilised to alleviate this problem. Educational television, especially the use of video, is regarded as one of the most important technological media which can assist in this matter. A study was undertaken in the use of educational television in developing and developed countries in resolving educational problems. The role of teacher training in the successful implementation of educational television was also scrutinised. It was found that teacher training played a decisive role in the successful use of this medium. Teachers inadequately trained in the use of the medium lacked the knowledge to use it properly in the classroom. They also showed a resistance to the medium. At· present educational television in South Africa is aimed at non-formal educational needs but from 1 April 1986 the SABC will commence the broadcasting of formal educational programmes. In this study it is thus recommended that training courses in the use of educational television should be instituted at all "teacher training centres in South Africa and that all educational departments should give attention to the formal and non-formal training of in-service teachers .. Guidelines for a training course are suggested in this study. The contents of such a course would include components like television literacy, television and cognition, the analysis and evaluation of programmes, integration with the various subjects, the use and compilation of· support material and small scale television production. It is also recommended that the course should comprise lectures in theory and practical work sessions. -These practical work sessions would be regarded as the most important part of the course.
- Full Text:
The importance and implementation of technology for diploma accounting students at the University of Johannesburg
- Authors: Karodia, Mohamed
- Date: 2015
- Subjects: Accounting education , Computer technology , Teaching and learning , Student assessment , Educational technology , Accounting - Study and teaching (Higher)
- Type: Article
- Identifier: uj:6182 , http://hdl.handle.net/10210/13923
- Description: The curriculum for accounting students is evolving to meet advancement in computer technology. To keep up with current concepts, the curriculum needs to have more depth with specific reference to technology, to facilitate the learning and development of students. This study aimed to explore how the implementation of technology can assist in assessing the students doing the diploma course in accounting. Secondary research methods such as books, peer-reviewed journals, magazines, newspapers and Internet resources were used to collect data and establish how technological advancement facilitates all features of professional accounting, thereby adding to the success of an organisation. Limited research on the use of technology in accounting warrants universities in South Africa to rethink the traditional learning model. The teaching of accounting has shifted from being teacher-centred to student-centred; the technological change in the teaching of accounting has also changed the culture of educational institutions. Students are being assessed on their theoretical as well as on their practical knowledge. For example, both the theoretical and practical knowledge of students are evaluated by requiring them to process transactions in a fictitious firm that they create. Students are also required to create a business plan and use software such as Microsoft Excel and Sage Pastel. While the study was based in South Africa, the findings of the study and the use of technology in accounting education could be utilised globally.
- Full Text:
- Authors: Karodia, Mohamed
- Date: 2015
- Subjects: Accounting education , Computer technology , Teaching and learning , Student assessment , Educational technology , Accounting - Study and teaching (Higher)
- Type: Article
- Identifier: uj:6182 , http://hdl.handle.net/10210/13923
- Description: The curriculum for accounting students is evolving to meet advancement in computer technology. To keep up with current concepts, the curriculum needs to have more depth with specific reference to technology, to facilitate the learning and development of students. This study aimed to explore how the implementation of technology can assist in assessing the students doing the diploma course in accounting. Secondary research methods such as books, peer-reviewed journals, magazines, newspapers and Internet resources were used to collect data and establish how technological advancement facilitates all features of professional accounting, thereby adding to the success of an organisation. Limited research on the use of technology in accounting warrants universities in South Africa to rethink the traditional learning model. The teaching of accounting has shifted from being teacher-centred to student-centred; the technological change in the teaching of accounting has also changed the culture of educational institutions. Students are being assessed on their theoretical as well as on their practical knowledge. For example, both the theoretical and practical knowledge of students are evaluated by requiring them to process transactions in a fictitious firm that they create. Students are also required to create a business plan and use software such as Microsoft Excel and Sage Pastel. While the study was based in South Africa, the findings of the study and the use of technology in accounting education could be utilised globally.
- Full Text:
How the digital learning habits of students relate to their performance at university
- Authors: Michaels, Leoné
- Date: 2016
- Subjects: Education, Higher - Computer-assisted instruction , College students - Performance , Educational technology
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/232360 , uj:23698
- Description: M.Ed. , Abstract: Please refer to full text to view abstract
- Full Text:
- Authors: Michaels, Leoné
- Date: 2016
- Subjects: Education, Higher - Computer-assisted instruction , College students - Performance , Educational technology
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/232360 , uj:23698
- Description: M.Ed. , Abstract: Please refer to full text to view abstract
- Full Text:
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.
- Full Text:
- 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.
- Full Text:
Transformative learning : the use of learning technologies by postgraduate education students
- Authors: Bester, Susanna Adriana
- Date: 2014-04-03
- Subjects: Educational technology , Education, Higher
- Type: Thesis
- Identifier: uj:10517 , http://hdl.handle.net/10210/10019
- Description: M.Ed. (ICT in Education) , Marc Prensky (2009) described the future as being “unimaginably complex”. The rapid development of technology contributes to this complexity of the future and is an integral part of the changing world. Learning technologies should therefore be a vital part of education that is aimed to prepare and equip learners, regardless their age, for the world and the future. I am of the opinion that education should therefore co-evolve with Information and Communication Technologies (ICTs). The constant increase in the variety and complexity of available ICTs makes on-going research in the field of learning technologies essential. However the quality of this research is constantly criticised (Jones & Binhui, 2011). Demands for more robust research studies are forcing research to become more complex, difficult and time-consuming but can lead to wisdom (Prensky, 2009). This research project focused on the attainment of digital wisdom to the benefit of adults that who are inexperienced technology users, specifically postgraduate education students who are also teachers. A generational debate regarding the use of ICTs in education, originated around the start of the new millennium when Marc Prensky (2001) made declarations concerning the influence that the presence and use of technology can have on various aspects of peoples’ lives. Prensky (2001) was one of the first to imply a generational division in this regard when he named young people who use digital technology with confidence because they grew up with, and were surrounded by it since the day they were born, “digital natives”. In contrast he called the adult generation “digital immigrants”. He based the distinction between these two generations on the metaphor of language, claiming that a digital immigrant will always retain a “foreign accent” when using technology while digital natives use technology with the same ease that they speak their mother tongue. Prensky proposed that the digital native generation have different expectations of life in general, and also more specifically of learning...
- Full Text:
- Authors: Bester, Susanna Adriana
- Date: 2014-04-03
- Subjects: Educational technology , Education, Higher
- Type: Thesis
- Identifier: uj:10517 , http://hdl.handle.net/10210/10019
- Description: M.Ed. (ICT in Education) , Marc Prensky (2009) described the future as being “unimaginably complex”. The rapid development of technology contributes to this complexity of the future and is an integral part of the changing world. Learning technologies should therefore be a vital part of education that is aimed to prepare and equip learners, regardless their age, for the world and the future. I am of the opinion that education should therefore co-evolve with Information and Communication Technologies (ICTs). The constant increase in the variety and complexity of available ICTs makes on-going research in the field of learning technologies essential. However the quality of this research is constantly criticised (Jones & Binhui, 2011). Demands for more robust research studies are forcing research to become more complex, difficult and time-consuming but can lead to wisdom (Prensky, 2009). This research project focused on the attainment of digital wisdom to the benefit of adults that who are inexperienced technology users, specifically postgraduate education students who are also teachers. A generational debate regarding the use of ICTs in education, originated around the start of the new millennium when Marc Prensky (2001) made declarations concerning the influence that the presence and use of technology can have on various aspects of peoples’ lives. Prensky (2001) was one of the first to imply a generational division in this regard when he named young people who use digital technology with confidence because they grew up with, and were surrounded by it since the day they were born, “digital natives”. In contrast he called the adult generation “digital immigrants”. He based the distinction between these two generations on the metaphor of language, claiming that a digital immigrant will always retain a “foreign accent” when using technology while digital natives use technology with the same ease that they speak their mother tongue. Prensky proposed that the digital native generation have different expectations of life in general, and also more specifically of learning...
- Full Text:
Investigating the role of information and communication technology in the transformation of teaching practices
- Authors: Motaung, Mantsho Anna
- Date: 2010-05-27T06:01:11Z
- Subjects: Teaching aids and devices , Media programs (Education) , Educational technology , Transformation (Education)
- Type: Thesis
- Identifier: uj:6840 , http://hdl.handle.net/10210/3272
- Description: D.Ed. , Contemporary attempts to maximise the potential of ICT in the classrooms broadly seek to move away from conventional didactic instructional approaches, in which teachers do most of the talking and learners listen (Peter Cuttance, 2007: [Online]). ICTs are purported to have the potential not only to cause a shift or change but also a means for achieving it (Rai, 2006:2). This thesis describes how the introduction of Information and Communication Technology (ICTs) has necessitated this paradigm shift in pedagogical practices of the participants. Three of the participants in this study are teaching at a former advantaged school while two are teaching at what is generally regarded as disadvantaged school. The thesis examines, by way of an integrated research methodology that incorporates activity theory as a theoretical framework, ethnography and collective case study research methods, participants’ emerging practices and also concomitant epistemologies or beliefs regarding engagement with mediational tools of ICT in the classroom. The research tools that were formulated from activity theoretical concepts of the Eight Step Model; the Activity Checklist; historical types of activity; contradictions; and boundary crossing are utilised to examine the teachers’ emerging practices, beliefs and attitudes. Data was obtained from fieldwork, interviews, and video recordings by means of the aforementioned activity theoretical tools. Additionally, activity theoretical tools, blended with content analysis, were utilised in the data analysis. As a result, this study demonstrated that without effective use of a variety of research methods at appropriate times, the quality of evidence on this inquiry would have suffered, and interpretations of causality would also been constrained (Chatterji, 2004:9). The essence of the findings in this study, which is the visible changes in the pedagogic practices of the participants revealed that it is not only the mediational tools of ICT that have an effect but also the way they are used that brings about the change in their teaching practices. This thesis, therefore, adds to the body of literature that considers the potential of Information and Communications Technology in the transformation of teaching practices.
- Full Text:
- Authors: Motaung, Mantsho Anna
- Date: 2010-05-27T06:01:11Z
- Subjects: Teaching aids and devices , Media programs (Education) , Educational technology , Transformation (Education)
- Type: Thesis
- Identifier: uj:6840 , http://hdl.handle.net/10210/3272
- Description: D.Ed. , Contemporary attempts to maximise the potential of ICT in the classrooms broadly seek to move away from conventional didactic instructional approaches, in which teachers do most of the talking and learners listen (Peter Cuttance, 2007: [Online]). ICTs are purported to have the potential not only to cause a shift or change but also a means for achieving it (Rai, 2006:2). This thesis describes how the introduction of Information and Communication Technology (ICTs) has necessitated this paradigm shift in pedagogical practices of the participants. Three of the participants in this study are teaching at a former advantaged school while two are teaching at what is generally regarded as disadvantaged school. The thesis examines, by way of an integrated research methodology that incorporates activity theory as a theoretical framework, ethnography and collective case study research methods, participants’ emerging practices and also concomitant epistemologies or beliefs regarding engagement with mediational tools of ICT in the classroom. The research tools that were formulated from activity theoretical concepts of the Eight Step Model; the Activity Checklist; historical types of activity; contradictions; and boundary crossing are utilised to examine the teachers’ emerging practices, beliefs and attitudes. Data was obtained from fieldwork, interviews, and video recordings by means of the aforementioned activity theoretical tools. Additionally, activity theoretical tools, blended with content analysis, were utilised in the data analysis. As a result, this study demonstrated that without effective use of a variety of research methods at appropriate times, the quality of evidence on this inquiry would have suffered, and interpretations of causality would also been constrained (Chatterji, 2004:9). The essence of the findings in this study, which is the visible changes in the pedagogic practices of the participants revealed that it is not only the mediational tools of ICT that have an effect but also the way they are used that brings about the change in their teaching practices. This thesis, therefore, adds to the body of literature that considers the potential of Information and Communications Technology in the transformation of teaching practices.
- Full Text:
Bring your own device and information technology service delivery : a higher education institution case study
- Authors: Sliep, Chelma
- Date: 2015-03-18
- Subjects: Educational technology , World Wide Web , Information technology
- Type: Thesis
- Identifier: uj:13455 , http://hdl.handle.net/10210/13491
- Description: M.Com. (Business Management ) , Please refer to full text to view abstract
- Full Text:
- Authors: Sliep, Chelma
- Date: 2015-03-18
- Subjects: Educational technology , World Wide Web , Information technology
- Type: Thesis
- Identifier: uj:13455 , http://hdl.handle.net/10210/13491
- Description: M.Com. (Business Management ) , Please refer to full text to view abstract
- Full Text:
The use of mobile phones as educational devices : a case study of grade 7 learners at a Gauteng primary school
- Authors: Mbong Shu, Victorine
- Date: 2014-10-22
- Subjects: Cell phones - South Africa - Tshwane , Educational technology , Education - Effect of technological innovations on - South Africa - Tshwane , Telephone in education - South Africa - Tshwane , Mass media and children - South Africa - Tshwane
- Type: Thesis
- Identifier: uj:12674 , http://hdl.handle.net/10210/12507
- Description: M.A. (Fundamental Communications) , Mobile phones have penetrated every sphere of life, be it private or public. This is evident in the fact that they are found in people.s hands, bags, pockets, desks, and even on bedside tables. Their ability to be accessed everywhere, any time and for any reason has prompted information to be ubiquitous and has increased users. quests for information and knowledge. Their connectivity has also provoked people, including children, from all walks of life to depend on mobile phones in such a way that they feel as though they cannot do without them for many activities. The subject of this study is one of these activities. The aim of this research is to explore mobile phones as devices for learning and teaching in the primary educational setting. In order for this research to be comprehensive, a background as to why this study is vital in the first place is important.
- Full Text:
- Authors: Mbong Shu, Victorine
- Date: 2014-10-22
- Subjects: Cell phones - South Africa - Tshwane , Educational technology , Education - Effect of technological innovations on - South Africa - Tshwane , Telephone in education - South Africa - Tshwane , Mass media and children - South Africa - Tshwane
- Type: Thesis
- Identifier: uj:12674 , http://hdl.handle.net/10210/12507
- Description: M.A. (Fundamental Communications) , Mobile phones have penetrated every sphere of life, be it private or public. This is evident in the fact that they are found in people.s hands, bags, pockets, desks, and even on bedside tables. Their ability to be accessed everywhere, any time and for any reason has prompted information to be ubiquitous and has increased users. quests for information and knowledge. Their connectivity has also provoked people, including children, from all walks of life to depend on mobile phones in such a way that they feel as though they cannot do without them for many activities. The subject of this study is one of these activities. The aim of this research is to explore mobile phones as devices for learning and teaching in the primary educational setting. In order for this research to be comprehensive, a background as to why this study is vital in the first place is important.
- Full Text:
Media-eienskappe as 'n faktor in mediaseleksie
- Authors: Briel, Rudolph Martinus
- Date: 2014-02-11
- Subjects: Educational technology , Selection of nonbook materials
- Type: Thesis
- Identifier: uj:3792 , http://hdl.handle.net/10210/9166
- Description: D.Ed. , Although media have been used in the classroom for centuries the imporance and the difficulties of the selection of a medium have only been recognised since the 1960' s. Since then, the proliferation of media and their increasing invasion of the classroom have drawn attention to the need to reconcile the medium and a particular teaching objective. This new consciousness, together with a desire to approach the problem systematically has led to comparative studies of the various media!and to a classification of their similarities and differences. Then media taxonomies were drawn up, and models for media selection were extrapolated from these in an effort to provide both practical and theoretical guidelines. These efforts have not yet provided satisfactory solutions, firstly because there is no concensus regarding the concept "media" and secondly because they have tended to concentrate on media per se, while it is the media-attributes, the properties of each medium, which determine how information will be corrnnunicated. Finally, most of those selection models lack a sound pedagogical basis. The large number of determinant factors capable of influencing the final choice of a medium makes media selection a complex matter. These determinants include teaching objectives, learning content, learning tasks, leamer attributes, learning environment, media attributes and application of the medium. All these can act both independently and in concert in selection further compounding the problem. Existing literature has been examined with one particular determinant in mind, viz, media attributes. Definitions and taxonomies were analysed in an effort to determine what the properties of media are and how they should be classified. A media classification system based on the results of that analysis is put forward, with each attribute being examined separately. It is quite obvious from existing literature that media selection must take account of the interaction between the various determinants. Since this study is limited to one determinant - media attributes - further research into the role played in media selection by each of the other determinants is imperative. Two recent attempts at defining and describing the interaction between the determinants, are Aptitude-Treatment Interaction and Trait-Treatment Interaction. They have not, as yet, produced many positive results, but they gave rise to the Symbol System approach. This approach advances a theory relating media's most basic modes of presentation - their symbol systems - to common thought processes and to learning. Each medium, using symbol systems, may have its oWn specific effects on how the knowledge is extracted and on how meanings are arrived at'. This approach holds great promise for the future, but certain questions remain unanswered in the meantime. It is not yet understood, for instance, how a child's symbolic capabilities and preferences interact with his way of handling the symbolic nature of media's messages, nor in what specific ways they affect his cognitive abilities. Today's teacher, in urgent need of practical guidelines, cannot wait for answers. This study attempting to fill that need and contains an open media selection model which is based on all the determinants identified and which is founded on pedagogical considerations.
- Full Text:
- Authors: Briel, Rudolph Martinus
- Date: 2014-02-11
- Subjects: Educational technology , Selection of nonbook materials
- Type: Thesis
- Identifier: uj:3792 , http://hdl.handle.net/10210/9166
- Description: D.Ed. , Although media have been used in the classroom for centuries the imporance and the difficulties of the selection of a medium have only been recognised since the 1960' s. Since then, the proliferation of media and their increasing invasion of the classroom have drawn attention to the need to reconcile the medium and a particular teaching objective. This new consciousness, together with a desire to approach the problem systematically has led to comparative studies of the various media!and to a classification of their similarities and differences. Then media taxonomies were drawn up, and models for media selection were extrapolated from these in an effort to provide both practical and theoretical guidelines. These efforts have not yet provided satisfactory solutions, firstly because there is no concensus regarding the concept "media" and secondly because they have tended to concentrate on media per se, while it is the media-attributes, the properties of each medium, which determine how information will be corrnnunicated. Finally, most of those selection models lack a sound pedagogical basis. The large number of determinant factors capable of influencing the final choice of a medium makes media selection a complex matter. These determinants include teaching objectives, learning content, learning tasks, leamer attributes, learning environment, media attributes and application of the medium. All these can act both independently and in concert in selection further compounding the problem. Existing literature has been examined with one particular determinant in mind, viz, media attributes. Definitions and taxonomies were analysed in an effort to determine what the properties of media are and how they should be classified. A media classification system based on the results of that analysis is put forward, with each attribute being examined separately. It is quite obvious from existing literature that media selection must take account of the interaction between the various determinants. Since this study is limited to one determinant - media attributes - further research into the role played in media selection by each of the other determinants is imperative. Two recent attempts at defining and describing the interaction between the determinants, are Aptitude-Treatment Interaction and Trait-Treatment Interaction. They have not, as yet, produced many positive results, but they gave rise to the Symbol System approach. This approach advances a theory relating media's most basic modes of presentation - their symbol systems - to common thought processes and to learning. Each medium, using symbol systems, may have its oWn specific effects on how the knowledge is extracted and on how meanings are arrived at'. This approach holds great promise for the future, but certain questions remain unanswered in the meantime. It is not yet understood, for instance, how a child's symbolic capabilities and preferences interact with his way of handling the symbolic nature of media's messages, nor in what specific ways they affect his cognitive abilities. Today's teacher, in urgent need of practical guidelines, cannot wait for answers. This study attempting to fill that need and contains an open media selection model which is based on all the determinants identified and which is founded on pedagogical considerations.
- Full Text:
Die gebruik van sigblaaie om die effektiewe leer van wiskunde te bevorder
- Oosthuizen, Sophia Gertruida
- Authors: Oosthuizen, Sophia Gertruida
- Date: 2012-08-20
- Subjects: Mathematics - Study and teaching - Computer assisted instruction , Educational technology , Electronic spreadsheets
- Type: Thesis
- Identifier: uj:2744 , http://hdl.handle.net/10210/6184
- Description: M.Ed. , The objective of this study was to explore the possibilities of applying and using the computer in the Mathematics classroom. The effectiveness of the various possibilities of this application was of particular importance, as the main motivation for the use of the computer as educational aid in the Mathematics classroom was to promote learning effectively and to transform learners from passive to active participators in the learning environment. A literary study was assigned to a broad discussion of three learning theorems. The behaviourist, information processing and constructivist learning theories were weighed up against one another. The distinguishing characteristics of each one, as well as implications thereof on the effective learning of Mathematics, were analysed. The nature of mathematical knowledge serves ultimately as criteria for effective learning. A list of criteria and guidelines, which the learning situation had to meet, in order to promote effective learning in Mathematics, was presented before the computer could be considered as an alternative teaching strategy. In the course of the study, there was regular reference to the computer as a tutor. Varius advantages and disadantages of computer aided instruction (CAI) in the Mathematics classroom were discussed thoroughly. Four types of CAI approaches were seen as alternatives to traditional teaching methods. Each of these approaches was weighed up against the suggested/recommended list of criteria which the learning situation should meet in order to promote effective learning. As an alternative to these approaches, the possibilities of application software were considered. This study focused particularly on the possibilities of the use of spreadsheets in the Mathematics classroom. Various advantages and disadvantages of the implementation of spreadsheets in the Mathematics classroom were discussed thoroughly. During an empirical study, a lesson unit, implementing spreadsheets as teaching aid, was put to the test and its value assessed. The success of this lesson unit was evaluated according to a West. In conclusion, it can be assumed that constructivist learning theory principles served as a foundation for this study which effectively promoted learning. The learners were constructively active, on the computer, and were guided in their construction of knowledge with the assistance of inductive questions and observation of the spreadsheet generated graphs. In a group situation, the learners supported one another and the teacher acted merely as facilitator. By using spreadsheets in the Mathematics classroom as an alternative to the traditional CAI material, learning could be effectively promoted as the progression of lesson aspects and phases depended on the foundation of constructivism.
- Full Text:
- Authors: Oosthuizen, Sophia Gertruida
- Date: 2012-08-20
- Subjects: Mathematics - Study and teaching - Computer assisted instruction , Educational technology , Electronic spreadsheets
- Type: Thesis
- Identifier: uj:2744 , http://hdl.handle.net/10210/6184
- Description: M.Ed. , The objective of this study was to explore the possibilities of applying and using the computer in the Mathematics classroom. The effectiveness of the various possibilities of this application was of particular importance, as the main motivation for the use of the computer as educational aid in the Mathematics classroom was to promote learning effectively and to transform learners from passive to active participators in the learning environment. A literary study was assigned to a broad discussion of three learning theorems. The behaviourist, information processing and constructivist learning theories were weighed up against one another. The distinguishing characteristics of each one, as well as implications thereof on the effective learning of Mathematics, were analysed. The nature of mathematical knowledge serves ultimately as criteria for effective learning. A list of criteria and guidelines, which the learning situation had to meet, in order to promote effective learning in Mathematics, was presented before the computer could be considered as an alternative teaching strategy. In the course of the study, there was regular reference to the computer as a tutor. Varius advantages and disadantages of computer aided instruction (CAI) in the Mathematics classroom were discussed thoroughly. Four types of CAI approaches were seen as alternatives to traditional teaching methods. Each of these approaches was weighed up against the suggested/recommended list of criteria which the learning situation should meet in order to promote effective learning. As an alternative to these approaches, the possibilities of application software were considered. This study focused particularly on the possibilities of the use of spreadsheets in the Mathematics classroom. Various advantages and disadvantages of the implementation of spreadsheets in the Mathematics classroom were discussed thoroughly. During an empirical study, a lesson unit, implementing spreadsheets as teaching aid, was put to the test and its value assessed. The success of this lesson unit was evaluated according to a West. In conclusion, it can be assumed that constructivist learning theory principles served as a foundation for this study which effectively promoted learning. The learners were constructively active, on the computer, and were guided in their construction of knowledge with the assistance of inductive questions and observation of the spreadsheet generated graphs. In a group situation, the learners supported one another and the teacher acted merely as facilitator. By using spreadsheets in the Mathematics classroom as an alternative to the traditional CAI material, learning could be effectively promoted as the progression of lesson aspects and phases depended on the foundation of constructivism.
- Full Text:
Riglyne vir die gebruik van die Internet in onderrig
- Authors: De Bruyn, Annis Malcolm
- Date: 2012-08-15
- Subjects: Internet , Educational technology , Education -- Computer network resources
- Type: Thesis
- Identifier: uj:9347 , http://hdl.handle.net/10210/5786
- Description: D.Ed. , The increase in internal and external communication has brought about a radical change in organisation and has left its mark on education. Information remains the facilitator's most important aid. At present information is stored in textbooks, facilitator's notes, audiocassettes, sources of reference, videos and curriculum guides. Facilitators and learners obtain information from these sources and process it in various ways. By means of digital technology it has become possible both to keep all these sources up to date and to establish a direct link with other sources. The question arises as to how education can make use of this extensive aid. This research poses the question whether education can be advanced through the effective use of electronic communication such as videos, computers and, more specifically, the Internet. With a view to the utilisation of electronic communication for education, an Internet module as an example was designed, in order to determine which application possibilities exist in electronic communication, more specifically the Internet, and how they can be utilised for the dissemination of information. The research has attempted to provide guidelines for the effective utilisation of an Internet module applied as learning content. A qualitative, exploratory and descriptive research design is followed within contextual setting to achieve the aims of the study. In Phase One of the research a relevant study of literature on electronic communication, the Internet, and education was undertaken in order to design and apply an Internet module. The research method consists of interviews with media experts, focusing on the application possibilities and the establishment of guidelines for an Internet module. A group interview with principals was held mainly for verification and triagulatory purposes. The results of the study were compared with existing literature on the subject. The conclusions, findings and recommendations resulting from the research were presented for consideration and further research. Some of the most important findings and recommendations follow.
- Full Text:
- Authors: De Bruyn, Annis Malcolm
- Date: 2012-08-15
- Subjects: Internet , Educational technology , Education -- Computer network resources
- Type: Thesis
- Identifier: uj:9347 , http://hdl.handle.net/10210/5786
- Description: D.Ed. , The increase in internal and external communication has brought about a radical change in organisation and has left its mark on education. Information remains the facilitator's most important aid. At present information is stored in textbooks, facilitator's notes, audiocassettes, sources of reference, videos and curriculum guides. Facilitators and learners obtain information from these sources and process it in various ways. By means of digital technology it has become possible both to keep all these sources up to date and to establish a direct link with other sources. The question arises as to how education can make use of this extensive aid. This research poses the question whether education can be advanced through the effective use of electronic communication such as videos, computers and, more specifically, the Internet. With a view to the utilisation of electronic communication for education, an Internet module as an example was designed, in order to determine which application possibilities exist in electronic communication, more specifically the Internet, and how they can be utilised for the dissemination of information. The research has attempted to provide guidelines for the effective utilisation of an Internet module applied as learning content. A qualitative, exploratory and descriptive research design is followed within contextual setting to achieve the aims of the study. In Phase One of the research a relevant study of literature on electronic communication, the Internet, and education was undertaken in order to design and apply an Internet module. The research method consists of interviews with media experts, focusing on the application possibilities and the establishment of guidelines for an Internet module. A group interview with principals was held mainly for verification and triagulatory purposes. The results of the study were compared with existing literature on the subject. The conclusions, findings and recommendations resulting from the research were presented for consideration and further research. Some of the most important findings and recommendations follow.
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Student-generated design principles for transforming an educational technology module
- Authors: Lautenbach, Geoffrey
- Date: 2011
- Subjects: Educational technology
- Type: Article
- Identifier: uj:6095 , http://hdl.handle.net/10210/10968
- Description: This paper reports on research where student reflections were used to derive design principles for the transformation of an undergraduate module to better address issues around the use of educational technologies in teaching and learning. The emphasis of this paper is on the derivation of design principles from student reflections after participating in authentic, collaborative, tool-mediated activities. Students’ reflective reports were analysed for their content using simple coding techniques leading to the identification of themes and the derivation of design principles. Findings show that learning activities grounded in a defined theoretical framework markedly improved the depth of student understanding of issues related to teaching and learning with technology. The authentic nature of the activities also contributed to the depth of student reflections which ultimately led to meaningful design principles based entirely on the experiences of students.
- Full Text:
- Authors: Lautenbach, Geoffrey
- Date: 2011
- Subjects: Educational technology
- Type: Article
- Identifier: uj:6095 , http://hdl.handle.net/10210/10968
- Description: This paper reports on research where student reflections were used to derive design principles for the transformation of an undergraduate module to better address issues around the use of educational technologies in teaching and learning. The emphasis of this paper is on the derivation of design principles from student reflections after participating in authentic, collaborative, tool-mediated activities. Students’ reflective reports were analysed for their content using simple coding techniques leading to the identification of themes and the derivation of design principles. Findings show that learning activities grounded in a defined theoretical framework markedly improved the depth of student understanding of issues related to teaching and learning with technology. The authentic nature of the activities also contributed to the depth of student reflections which ultimately led to meaningful design principles based entirely on the experiences of students.
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The importance and implementation of technology for diploma accounting students at the University of Johannesburg
- Authors: Mohamed, K.
- Date: 2015
- Subjects: Accounting education , Computer technology , Educational technology , Accounting - Study and teaching (Higher)
- Type: Article
- Identifier: uj:6186 , ISBN 978-981-287-399-6 , http://hdl.handle.net/10210/14084
- Description: The curriculum for accounting students is evolving to meet advancement in computer technology. To keep up with current concepts, the curriculum needs to have more depth with specific reference to technology, to facilitate the learning and development of students. This study aimed to explore how the implementation of technology can assist in assessing the students doing the diploma course in accounting. Secondary research methods such as books, peer-reviewed journals, magazines, newspapers and Internet resources were used to collect data and establish how technological advancement facilitates all features of professional accounting, thereby adding to the success of an organisation. Limited research on the use of technology in accounting warrants universities in South Africa to rethink the traditional learning model. The teaching of accounting has shifted from being teacher-centred to student-centred; the technological change in the teaching of accounting has also changed the culture of educational institutions. Students are being assessed on their theoretical as well as on their practical knowledge. For example, both the theoretical and practical knowledge of students are evaluated by requiring them to process transactions in a fictitious firm that they create. Students are also required to create a business plan and use software such as Microsoft Excel and Sage Pastel. While the study was based in South Africa, the findings of the study and the use of technology in accounting education could be utilised globally.
- Full Text:
- Authors: Mohamed, K.
- Date: 2015
- Subjects: Accounting education , Computer technology , Educational technology , Accounting - Study and teaching (Higher)
- Type: Article
- Identifier: uj:6186 , ISBN 978-981-287-399-6 , http://hdl.handle.net/10210/14084
- Description: The curriculum for accounting students is evolving to meet advancement in computer technology. To keep up with current concepts, the curriculum needs to have more depth with specific reference to technology, to facilitate the learning and development of students. This study aimed to explore how the implementation of technology can assist in assessing the students doing the diploma course in accounting. Secondary research methods such as books, peer-reviewed journals, magazines, newspapers and Internet resources were used to collect data and establish how technological advancement facilitates all features of professional accounting, thereby adding to the success of an organisation. Limited research on the use of technology in accounting warrants universities in South Africa to rethink the traditional learning model. The teaching of accounting has shifted from being teacher-centred to student-centred; the technological change in the teaching of accounting has also changed the culture of educational institutions. Students are being assessed on their theoretical as well as on their practical knowledge. For example, both the theoretical and practical knowledge of students are evaluated by requiring them to process transactions in a fictitious firm that they create. Students are also required to create a business plan and use software such as Microsoft Excel and Sage Pastel. While the study was based in South Africa, the findings of the study and the use of technology in accounting education could be utilised globally.
- Full Text:
The participant experiences of a Siemens-implemented training programme
- Authors: Zanner, Corina Marianne
- Date: 2012-08-22
- Subjects: Adult education - South Africa - Evaluation , Instructional systems , Educational technology , Employees - Training of - Evaluation
- Type: Mini-Dissertation
- Identifier: uj:2961 , http://hdl.handle.net/10210/6388
- Description: M.Ed. , Due to the rapid advancement of technology, change has accelerated all aspects of our lives over the past years and is likely to continue to do so. Although change has helped form a more efficient society, it has simultaneously also created very complex social and economic problems, leading to an inevitable need for educational programmes aimed at facilitating people's understanding of and adjustment to such change. This is particularly so in the world of business and industry. Companies such as Siemens, a German multinational electrical and electronic engineering company that specialise in the field of technological advancement are particularly exposed to such changes and consequently need to provide their employees with programmes to equip them in dealing with change. In an attempt to equip their employees with dealing with change and prepare for the future, Siemens have developed various training and development plans, linked to internal and external training schemes, to ensure that all staff have the skills to meet future requirements and are able to meet the demands of the next millennium. This research focused on one of these training schemes, namely the Siemens Management Programme (SMP). This programme is geared primarily towards senior managers who manage large divisions, and Business and Corporate Unit Directors in order to develop concepts and skills necessary to manage people and business. The aim of this study was to gain an in-depth understanding of how the participants experienced the SMP. Qualitative research methods namely, participant observation and interviewing were used as the means of data collection and the constant comparative method of data analysis was used to reveal the experiences of the participants of the SMP. The most prominent finding emerging from the study was that all of the participants enjoyed the networking that took place among colleagues and felt that the insight they have gained into other business areas is most valuable. At the same time, however, a considerable number of participants expressed anger and/or disappointment at not having had the opportunity to contribute to the course and having their needs met by means of a needs-assessment. Many participants expressed their disappointment in the quality of the lecturers. They felt as though they were treated like undergraduate students, and that lectures were often boring and examples not applicable. Furthermore, participants felt it was a serious strain to carry out responsibilities at work while simultaneously actively participating in the course, and contributing to the extent that was necessary. Despite the problems, however, for most, except one or two the course was nevertheless a positive experience. The study has shown that Siemens have made much progress in developing systems and programmes to achieve what they have stated in their mission statement, namely: Through training we will develop the potential of our people to ensure their continued growth as individuals and their ongoing contributions of excellence in their areas of work At the same time however, there is still much to be done, particularly within the framework of the teaching-learning transaction. Although this may not be entirely in Siemens' hands, having an understanding of the process of programme planning and the characteristics of adult learners, may contribute towards further decision making for future programmes.
- Full Text:
- Authors: Zanner, Corina Marianne
- Date: 2012-08-22
- Subjects: Adult education - South Africa - Evaluation , Instructional systems , Educational technology , Employees - Training of - Evaluation
- Type: Mini-Dissertation
- Identifier: uj:2961 , http://hdl.handle.net/10210/6388
- Description: M.Ed. , Due to the rapid advancement of technology, change has accelerated all aspects of our lives over the past years and is likely to continue to do so. Although change has helped form a more efficient society, it has simultaneously also created very complex social and economic problems, leading to an inevitable need for educational programmes aimed at facilitating people's understanding of and adjustment to such change. This is particularly so in the world of business and industry. Companies such as Siemens, a German multinational electrical and electronic engineering company that specialise in the field of technological advancement are particularly exposed to such changes and consequently need to provide their employees with programmes to equip them in dealing with change. In an attempt to equip their employees with dealing with change and prepare for the future, Siemens have developed various training and development plans, linked to internal and external training schemes, to ensure that all staff have the skills to meet future requirements and are able to meet the demands of the next millennium. This research focused on one of these training schemes, namely the Siemens Management Programme (SMP). This programme is geared primarily towards senior managers who manage large divisions, and Business and Corporate Unit Directors in order to develop concepts and skills necessary to manage people and business. The aim of this study was to gain an in-depth understanding of how the participants experienced the SMP. Qualitative research methods namely, participant observation and interviewing were used as the means of data collection and the constant comparative method of data analysis was used to reveal the experiences of the participants of the SMP. The most prominent finding emerging from the study was that all of the participants enjoyed the networking that took place among colleagues and felt that the insight they have gained into other business areas is most valuable. At the same time, however, a considerable number of participants expressed anger and/or disappointment at not having had the opportunity to contribute to the course and having their needs met by means of a needs-assessment. Many participants expressed their disappointment in the quality of the lecturers. They felt as though they were treated like undergraduate students, and that lectures were often boring and examples not applicable. Furthermore, participants felt it was a serious strain to carry out responsibilities at work while simultaneously actively participating in the course, and contributing to the extent that was necessary. Despite the problems, however, for most, except one or two the course was nevertheless a positive experience. The study has shown that Siemens have made much progress in developing systems and programmes to achieve what they have stated in their mission statement, namely: Through training we will develop the potential of our people to ensure their continued growth as individuals and their ongoing contributions of excellence in their areas of work At the same time however, there is still much to be done, particularly within the framework of the teaching-learning transaction. Although this may not be entirely in Siemens' hands, having an understanding of the process of programme planning and the characteristics of adult learners, may contribute towards further decision making for future programmes.
- Full Text:
Towards developing a self-rating scale for assessing teachers’ ICT-integration competencies
- Authors: Manakana, Malose Vincent
- Date: 2013-05-06
- Subjects: Computer-assisted instruction , Teachers - Rating of , Educational technology , Computers - Study and teaching (Secondary)
- Type: Mini-Dissertation
- Identifier: uj:7525 , http://hdl.handle.net/10210/8381
- Description: M.Ed. (Information and Communication Technology in Education) , Educational institutions all over the world are working towards providing teaching and learning services through the use of Information and Communication Technology (ICT), such as computers, electronic white boards, classroom response systems, and mobile technologies, in an effort to make learning and teaching more effective, attractive and interesting. However, the implementation of ICT learning lies upon the shoulders of the teachers. The teachers must have necessary knowledge, capabilities and competency skills to use such ICT resources in their teaching practice. Thus, teachers are encouraged to teach with tools that promote skill development, which are, in turn, perceived to help in the development of the learner‘s talents and to make learners responsible citizens. This study therefore seeks to explore the knowledge underpinning teachers‘ competency skills and capabilities in teaching with ICT. Moreover, the key uniqueness of this study is in the context of developing a self-rating scale questionnaire that will assess teacher‘s ICT-integration competencies. The research will delineate competency levels based on the former Department of Education‘s Teachers Competency Framework Standard (2007) for the implementation of ICT as well as reporting on some findings gained from the responses on the questionnaire that was administered to undergraduate student-teachers at the University of Johannesburg. It was found that only some students had the ability to use ICT‘s at the upper level of the Framework continuum, that of Innovation.
- Full Text:
- Authors: Manakana, Malose Vincent
- Date: 2013-05-06
- Subjects: Computer-assisted instruction , Teachers - Rating of , Educational technology , Computers - Study and teaching (Secondary)
- Type: Mini-Dissertation
- Identifier: uj:7525 , http://hdl.handle.net/10210/8381
- Description: M.Ed. (Information and Communication Technology in Education) , Educational institutions all over the world are working towards providing teaching and learning services through the use of Information and Communication Technology (ICT), such as computers, electronic white boards, classroom response systems, and mobile technologies, in an effort to make learning and teaching more effective, attractive and interesting. However, the implementation of ICT learning lies upon the shoulders of the teachers. The teachers must have necessary knowledge, capabilities and competency skills to use such ICT resources in their teaching practice. Thus, teachers are encouraged to teach with tools that promote skill development, which are, in turn, perceived to help in the development of the learner‘s talents and to make learners responsible citizens. This study therefore seeks to explore the knowledge underpinning teachers‘ competency skills and capabilities in teaching with ICT. Moreover, the key uniqueness of this study is in the context of developing a self-rating scale questionnaire that will assess teacher‘s ICT-integration competencies. The research will delineate competency levels based on the former Department of Education‘s Teachers Competency Framework Standard (2007) for the implementation of ICT as well as reporting on some findings gained from the responses on the questionnaire that was administered to undergraduate student-teachers at the University of Johannesburg. It was found that only some students had the ability to use ICT‘s at the upper level of the Framework continuum, that of Innovation.
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Creating social learning spaces to enhance the learning experience
- Madhav, Natasha, Joseph, Meera K., Twala, Bhekisipho
- Authors: Madhav, Natasha , Joseph, Meera K. , Twala, Bhekisipho
- Date: 2015-06-04
- Subjects: Social media , Educational technology
- Type: Article
- Identifier: uj:5145 , http://hdl.handle.net/10210/14187
- Description: Social media has been used effectively for teaching and learning for many years in developed countries. It seems there needs to be an understanding of the affordances that social media could bring to the learning space in the African context. We use qualitative research and content analysis to see how and why the learners used social media in a private Higher Educational (HE) institution in South Africa to enhance their learning experience. The course was split into face-to-face lectures and social media use by the learners and facilitators. The learners were required to engage with various social media tools to collaborate and share skills with their classmates and facilitators. We also explore the affordance of social media. Content analysis was done to see the participation of the learners in the course’s Facebook page. Data was also collected from the focus groups that led to findings that indicate that WEB 2.0 tools had the potential to support learner collaboration that is self-directed and engaging. Learners adopted social media with confidence and used it to learn beyond the borders of the physical classroom. Daily interactions and the sharing of artefacts resulted in an informal and vibrant learning ecology that became self-sustainable ...
- Full Text:
- Authors: Madhav, Natasha , Joseph, Meera K. , Twala, Bhekisipho
- Date: 2015-06-04
- Subjects: Social media , Educational technology
- Type: Article
- Identifier: uj:5145 , http://hdl.handle.net/10210/14187
- Description: Social media has been used effectively for teaching and learning for many years in developed countries. It seems there needs to be an understanding of the affordances that social media could bring to the learning space in the African context. We use qualitative research and content analysis to see how and why the learners used social media in a private Higher Educational (HE) institution in South Africa to enhance their learning experience. The course was split into face-to-face lectures and social media use by the learners and facilitators. The learners were required to engage with various social media tools to collaborate and share skills with their classmates and facilitators. We also explore the affordance of social media. Content analysis was done to see the participation of the learners in the course’s Facebook page. Data was also collected from the focus groups that led to findings that indicate that WEB 2.0 tools had the potential to support learner collaboration that is self-directed and engaging. Learners adopted social media with confidence and used it to learn beyond the borders of the physical classroom. Daily interactions and the sharing of artefacts resulted in an informal and vibrant learning ecology that became self-sustainable ...
- Full Text:
Using connected tools and services to cultivate lifelong learning in pre-service teachers : an actor-network theory perspective
- Authors: Zeelie, Christine
- Date: 2017
- Subjects: Teachers - In-service training , Continuing education , Educational technology
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/245725 , uj:25457
- Description: M.Ed. , Abstract: The 21st century society requires of everyone to be adaptable in changing environments. Teachers, even more so, pre-service teachers need skills to assist them in the 21st century society. One of the most important skills for coping with the problems and opportunities in society is lifelong learning. If individuals can learn new skills and knowledge within the ever-changing society, individuals will be adaptable to new situations as they arise. The Faculty of Education at the University of Johannesburg strives to be at the forefront of this teacher education. In 2014, two lecturers set out to achieve this aim. The lecturers redesigned a module called Professional Studies 3A, a compulsory module in the degree studies of every third-year education student at the University of Johannesburg. The new module content included a focus on using professional and personal networks, as well as other online tools and services. The aim was to help students to acquire the necessary skills needed to be lifelong learners, course designers, and critical and creative thinkers. The pre-service teachers used MOOCs to cultivate these lifelong learning skills. The assignments and other evidence created through the module were used as documents and digital artefacts in the data analysis for this inquiry. These artefacts were analysed case by case for the open coding part of the Grounded Theory Analysis. A combined case with six participants’ data was described in the axial coding phase of the analysis. Using Grounded Theory Analysis to code the documents and Actor-Network Theory to provide a network view of human and non-human actors and the relationships between them, the research study provides an in-depth understanding and evaluation of the experiences of pre-service teachers while using MOOCs to cultivate their lifelong learning traits and skills. Using Actor-Network Theory it was found that there are specific relationships between the content, activities, the barriers they provide, the skills needed and cultivated, as well as the previous knowledge and skills that pre-service teachers have. Connected tools and services seem to enhance these relationships. These relationships are important aspects in the cultivation of lifelong learning. This finding is significant in that connected tools and services can be used...
- Full Text:
- Authors: Zeelie, Christine
- Date: 2017
- Subjects: Teachers - In-service training , Continuing education , Educational technology
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/245725 , uj:25457
- Description: M.Ed. , Abstract: The 21st century society requires of everyone to be adaptable in changing environments. Teachers, even more so, pre-service teachers need skills to assist them in the 21st century society. One of the most important skills for coping with the problems and opportunities in society is lifelong learning. If individuals can learn new skills and knowledge within the ever-changing society, individuals will be adaptable to new situations as they arise. The Faculty of Education at the University of Johannesburg strives to be at the forefront of this teacher education. In 2014, two lecturers set out to achieve this aim. The lecturers redesigned a module called Professional Studies 3A, a compulsory module in the degree studies of every third-year education student at the University of Johannesburg. The new module content included a focus on using professional and personal networks, as well as other online tools and services. The aim was to help students to acquire the necessary skills needed to be lifelong learners, course designers, and critical and creative thinkers. The pre-service teachers used MOOCs to cultivate these lifelong learning skills. The assignments and other evidence created through the module were used as documents and digital artefacts in the data analysis for this inquiry. These artefacts were analysed case by case for the open coding part of the Grounded Theory Analysis. A combined case with six participants’ data was described in the axial coding phase of the analysis. Using Grounded Theory Analysis to code the documents and Actor-Network Theory to provide a network view of human and non-human actors and the relationships between them, the research study provides an in-depth understanding and evaluation of the experiences of pre-service teachers while using MOOCs to cultivate their lifelong learning traits and skills. Using Actor-Network Theory it was found that there are specific relationships between the content, activities, the barriers they provide, the skills needed and cultivated, as well as the previous knowledge and skills that pre-service teachers have. Connected tools and services seem to enhance these relationships. These relationships are important aspects in the cultivation of lifelong learning. This finding is significant in that connected tools and services can be used...
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The why and how of technology-assisted learning: authentic professional development for higher education practitioners
- Greyling, Francilene Charmaine
- Authors: Greyling, Francilene Charmaine
- Date: 2009-03-31T09:21:47Z
- Subjects: Computer-assisted instruction in higher education , Educational technology
- Type: Thesis
- Identifier: uj:8235 , http://hdl.handle.net/10210/2347
- Description: D.Ed.
- Full Text:
- Authors: Greyling, Francilene Charmaine
- Date: 2009-03-31T09:21:47Z
- Subjects: Computer-assisted instruction in higher education , Educational technology
- Type: Thesis
- Identifier: uj:8235 , http://hdl.handle.net/10210/2347
- Description: D.Ed.
- Full Text:
Teachers experiences on the acceptance of tablet devices for teaching and learning at a selected high school in Gauteng District 12
- Authors: Nyamande, Anna Thuladu
- Date: 2017
- Subjects: Educational technology , Teaching - Aids and devices , Teacher - Attitudes
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/245357 , uj:25412
- Description: M.Ed. , Abstract: Information and Communication Technology (ICT) is rapidly changing classroom spaces or environments as it influences and impacts today’s teaching and learning through devices like tablets, be they Android or Apple or any other specifications. It is well-documented that ICTs play an important role in education, and that their use provides more opportunities for teachers and learners to work better in the information age. Indeed, the literature review confirms that the positive impact of ICTs in the classroom can contribute to individual teachers’ belief in the effectiveness of tablets, teachers’ ability to utilise tablets, the enhancement of teachers’ confidence in using tablets, and teachers’ acceptance of tablets as devices for teaching and learning in the classroom. A case study employing both quantitative and qualitative approaches was used in the inquiry. The aim of the case was to probe teachers’ experiences regarding their acceptance of tablets as devices for teaching and learning in their classroom practice. To achieve this aim, the technology acceptance model (TAM) developed by Davis (1989) was adopted as theoretical framework for the study. The TAM’s theoretical constructs of perceived usefulness (PU), perceived ease-of-use (PEU), attitude towards use (ATU) and behavioural intention (BI) were used in designing the questionnaire. The research sample comprised of 80 colleagues from Star High School (pseudonym), which is located in Johannesburg West, Gauteng District 12. A quantitative questionnaire based on TAM constructs was used to determine how these 80 teachers experienced the acceptance of tablets as teaching and learning devices. Subsequently, a qualitative semi-structured focus group interview was conducted with six teachers. Moreover, an observation schedule was used as a qualitative data collection instrument. It was aimed at establishing how teachers use tablets as devices for teaching and learning. The Statistical Package for the Social Sciences (SPSS) – version 21 – was used to analyse the questionnaires. Conversely, content analysis was used to analyse qualitative data. The quantitative findings relating to the PU construct reveal that teachers had a positive experience in terms of the usefulness of teaching with tablets. The latter...
- Full Text:
- Authors: Nyamande, Anna Thuladu
- Date: 2017
- Subjects: Educational technology , Teaching - Aids and devices , Teacher - Attitudes
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/245357 , uj:25412
- Description: M.Ed. , Abstract: Information and Communication Technology (ICT) is rapidly changing classroom spaces or environments as it influences and impacts today’s teaching and learning through devices like tablets, be they Android or Apple or any other specifications. It is well-documented that ICTs play an important role in education, and that their use provides more opportunities for teachers and learners to work better in the information age. Indeed, the literature review confirms that the positive impact of ICTs in the classroom can contribute to individual teachers’ belief in the effectiveness of tablets, teachers’ ability to utilise tablets, the enhancement of teachers’ confidence in using tablets, and teachers’ acceptance of tablets as devices for teaching and learning in the classroom. A case study employing both quantitative and qualitative approaches was used in the inquiry. The aim of the case was to probe teachers’ experiences regarding their acceptance of tablets as devices for teaching and learning in their classroom practice. To achieve this aim, the technology acceptance model (TAM) developed by Davis (1989) was adopted as theoretical framework for the study. The TAM’s theoretical constructs of perceived usefulness (PU), perceived ease-of-use (PEU), attitude towards use (ATU) and behavioural intention (BI) were used in designing the questionnaire. The research sample comprised of 80 colleagues from Star High School (pseudonym), which is located in Johannesburg West, Gauteng District 12. A quantitative questionnaire based on TAM constructs was used to determine how these 80 teachers experienced the acceptance of tablets as teaching and learning devices. Subsequently, a qualitative semi-structured focus group interview was conducted with six teachers. Moreover, an observation schedule was used as a qualitative data collection instrument. It was aimed at establishing how teachers use tablets as devices for teaching and learning. The Statistical Package for the Social Sciences (SPSS) – version 21 – was used to analyse the questionnaires. Conversely, content analysis was used to analyse qualitative data. The quantitative findings relating to the PU construct reveal that teachers had a positive experience in terms of the usefulness of teaching with tablets. The latter...
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