Onderrigstrategieë om kreatiewe denke te ontwikkel : 'n onderwyskundige perspektief.
- Scholtz, Louis Sarel Christoffel
- Authors: Scholtz, Louis Sarel Christoffel
- Date: 2012-08-14
- Subjects: Creative thinking - Study and teaching. , Teaching - Aids and devices
- Type: Thesis
- Identifier: uj:9237 , http://hdl.handle.net/10210/5685
- Description: D.Ed. , This study attempts to identify various factors related to the development and achievement of creativity. The researcher investigated creativity by starting to understand and by verb creativity from a theoretical base before applying and analysing various methodologies and strategies to enhance possible creativity. The results of this research will hopefully aid discovery towards easier and more efficient ways to utilise all the senses of learners, understand the possibilities of whole body movement and the influence of movement and thought processing for daily life tasks. The methodology of the investigation was therefore of a more qualitative nature. The research proved that it might be of value in aiming for creativity to take note of research and possibilities offered by brain neurology and related investigations. Knowledge and research in these fields can help educators to understand and map learners' personality, areas of creativity and preferences. The possibilities of technological interventions and the input and management of creativity by the teacher should not be underestimated It is evident, from the research that typical right brain functioning and processing of certain learners are not adequately catered for. This asks for the critical evaluation of teaching methods and classroom procedures of teachers. During the application of a creative workshop and consequent assessment during this investigation it was also proved that learners' creative potential are underestimated and not adequately catered for. In the analysis of teachers perceptions and responses regarding their stimulation of creativity it seemed that they themselves are lacking in both the theoretical background and expertise to accommodate and motivate creativity to its full potential. The researcher is therefore convinced that the ideas expressed here are partly new and could be of value in the new approaches envisaged in the system of Education in South Africa. The research also proved that creativity can and need to be developed in children from all races and cultures. This research confirms that true quality teaching aimed towards individual development and creativity of learners is achieved only by sensitivity to the interplay between the processes by which children acquire knowledge, the structure of the knowledge within the subject being taught and the context in which the teaching is done. This research will support teachers as explorers in pedagogy and active problem solvers, guided but not limited by theoretical insights.
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- Authors: Scholtz, Louis Sarel Christoffel
- Date: 2012-08-14
- Subjects: Creative thinking - Study and teaching. , Teaching - Aids and devices
- Type: Thesis
- Identifier: uj:9237 , http://hdl.handle.net/10210/5685
- Description: D.Ed. , This study attempts to identify various factors related to the development and achievement of creativity. The researcher investigated creativity by starting to understand and by verb creativity from a theoretical base before applying and analysing various methodologies and strategies to enhance possible creativity. The results of this research will hopefully aid discovery towards easier and more efficient ways to utilise all the senses of learners, understand the possibilities of whole body movement and the influence of movement and thought processing for daily life tasks. The methodology of the investigation was therefore of a more qualitative nature. The research proved that it might be of value in aiming for creativity to take note of research and possibilities offered by brain neurology and related investigations. Knowledge and research in these fields can help educators to understand and map learners' personality, areas of creativity and preferences. The possibilities of technological interventions and the input and management of creativity by the teacher should not be underestimated It is evident, from the research that typical right brain functioning and processing of certain learners are not adequately catered for. This asks for the critical evaluation of teaching methods and classroom procedures of teachers. During the application of a creative workshop and consequent assessment during this investigation it was also proved that learners' creative potential are underestimated and not adequately catered for. In the analysis of teachers perceptions and responses regarding their stimulation of creativity it seemed that they themselves are lacking in both the theoretical background and expertise to accommodate and motivate creativity to its full potential. The researcher is therefore convinced that the ideas expressed here are partly new and could be of value in the new approaches envisaged in the system of Education in South Africa. The research also proved that creativity can and need to be developed in children from all races and cultures. This research confirms that true quality teaching aimed towards individual development and creativity of learners is achieved only by sensitivity to the interplay between the processes by which children acquire knowledge, the structure of the knowledge within the subject being taught and the context in which the teaching is done. This research will support teachers as explorers in pedagogy and active problem solvers, guided but not limited by theoretical insights.
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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.
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- 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.
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The use of educational media in rural schools in the Northern Province
- Authors: Mugwena, Basil Bigboy
- Date: 2012-08-13
- Subjects: Teaching - Aids and devices , Education, Rural - South Africa - Northern Province , Rural schools - South Africa - Northern Province
- Type: Thesis
- Identifier: uj:9040 , http://hdl.handle.net/10210/5504
- Description: M.Ed. , Many countries all over the world are currently looking for better ways of educating their people and organising their education so that they can compete internationally. The rapid technological developments of the twentieth century have placed education systems under extreme pressure as they try to adapt and incorporate these changes in an effort to produce more creative, effective and adaptable people (Ramphele, 2000:3). The question that remains to be answered is how nations of the world can improve the effectiveness of their various schooling systems. Instructional technology can improve teaching by upgrading the quality of classroom instruction and raising the productivity of the individual teacher. A variety of educational materials and media can be introduced into the conventional classroom environment, including demonstration objects such as flip charts, pictures, photographs, booklets, as well as electronic systems such as films, video players and tapes, slides, transparencies, and audio cassettes, all with the intentions of improving teaching and learning (Val, Rust, & Dalin,1990:281-282). From the background and problem statement, it is imperative to indicate that the study aims: To investigate the extent to which rural further education and training institutions in the Hlanganani area of the Northern Province are equipped with resources and educational media. To investigate the use of educational media and other resources in the schools. The perceptions of educators in the use of media are also going to be interrogated. From the study, the relationships between experience, subject and media use are also going to be interrogated.
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- Authors: Mugwena, Basil Bigboy
- Date: 2012-08-13
- Subjects: Teaching - Aids and devices , Education, Rural - South Africa - Northern Province , Rural schools - South Africa - Northern Province
- Type: Thesis
- Identifier: uj:9040 , http://hdl.handle.net/10210/5504
- Description: M.Ed. , Many countries all over the world are currently looking for better ways of educating their people and organising their education so that they can compete internationally. The rapid technological developments of the twentieth century have placed education systems under extreme pressure as they try to adapt and incorporate these changes in an effort to produce more creative, effective and adaptable people (Ramphele, 2000:3). The question that remains to be answered is how nations of the world can improve the effectiveness of their various schooling systems. Instructional technology can improve teaching by upgrading the quality of classroom instruction and raising the productivity of the individual teacher. A variety of educational materials and media can be introduced into the conventional classroom environment, including demonstration objects such as flip charts, pictures, photographs, booklets, as well as electronic systems such as films, video players and tapes, slides, transparencies, and audio cassettes, all with the intentions of improving teaching and learning (Val, Rust, & Dalin,1990:281-282). From the background and problem statement, it is imperative to indicate that the study aims: To investigate the extent to which rural further education and training institutions in the Hlanganani area of the Northern Province are equipped with resources and educational media. To investigate the use of educational media and other resources in the schools. The perceptions of educators in the use of media are also going to be interrogated. From the study, the relationships between experience, subject and media use are also going to be interrogated.
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Die mediasentrum vanuit 'n didaktiese perspektief
- Authors: Van Wyk, Benjamin G.
- Date: 2014-02-17
- Subjects: Instructional materials centers - Evaluation , Teaching - Aids and devices
- Type: Thesis
- Identifier: uj:4045 , http://hdl.handle.net/10210/9397
- Description: M.Ed. (Media Studies) , Due to educational demands made by society, it is necessary to confront the elements that contribute to the formation of the individual learner, that is teaching, leaning and subject content. This subject content includes a variety of educational media fund in a school media center (hardware and software). The teacher's teaching has a considerable influence on the quality of knowledge, ability and skill that the learner should acquire for self-assertion and future mastery of study and knowledge. The child is exposed to technological influences in society daily.
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- Authors: Van Wyk, Benjamin G.
- Date: 2014-02-17
- Subjects: Instructional materials centers - Evaluation , Teaching - Aids and devices
- Type: Thesis
- Identifier: uj:4045 , http://hdl.handle.net/10210/9397
- Description: M.Ed. (Media Studies) , Due to educational demands made by society, it is necessary to confront the elements that contribute to the formation of the individual learner, that is teaching, leaning and subject content. This subject content includes a variety of educational media fund in a school media center (hardware and software). The teacher's teaching has a considerable influence on the quality of knowledge, ability and skill that the learner should acquire for self-assertion and future mastery of study and knowledge. The child is exposed to technological influences in society daily.
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High achievers in the Integrated Quality Management System (IQMS) and their perceptions of the role of information and communication technologies (ICT) in their teaching
- Mabitsela, Lorraine Nombuyiselo
- Authors: Mabitsela, Lorraine Nombuyiselo
- Date: 2012-06-07
- Subjects: Education technology , Computer-assisted instruction , Information technology , Teaching - Aids and devices , Media programs (Education) - South Africa
- Type: Mini-Dissertation
- Identifier: uj:8675 , http://hdl.handle.net/10210/5030
- Description: M.Ed. , The main aim of the study is: To establish how high achievers on the IQMS perceive the role of computer technology in their teaching To link IQMS performance standards with ICT competences To determine, during the empirical component of this inquiry, how high achievers on the IQMS appraisal perceive the role of ICT in their teaching To represent individual stories of ICT integration in the format of traditional African stories that may be more relevant to the broader African public.
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- Authors: Mabitsela, Lorraine Nombuyiselo
- Date: 2012-06-07
- Subjects: Education technology , Computer-assisted instruction , Information technology , Teaching - Aids and devices , Media programs (Education) - South Africa
- Type: Mini-Dissertation
- Identifier: uj:8675 , http://hdl.handle.net/10210/5030
- Description: M.Ed. , The main aim of the study is: To establish how high achievers on the IQMS perceive the role of computer technology in their teaching To link IQMS performance standards with ICT competences To determine, during the empirical component of this inquiry, how high achievers on the IQMS appraisal perceive the role of ICT in their teaching To represent individual stories of ICT integration in the format of traditional African stories that may be more relevant to the broader African public.
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Visuele geletterdheid as faktor by die onderrigleergesprek
- Authors: De Lange, Jacques André
- Date: 2014-02-11
- Subjects: Visual literacy , Teaching - Aids and devices , Geography - Study and teaching (Secondary)
- Type: Thesis
- Identifier: uj:3871 , http://hdl.handle.net/10210/9238
- Description: M.Ed. , The underlying reason for this study was to establish the role that media and communication may play in the solution of the problem of visual illiteracy. The object of this study was basically to indicate that with the use of proper communication and appropriate media, visual illiteracy may be eliminated. Chapter One sets out the aims of the study,- clarifies some of the relevant terminology, states the problems within Geography at secondary level and indicates the frame of reference for this study. Chapter Two concentrates on the didactic perspective with specific reference to the didactic triangle. Factors which influence the didactic situation, were discussed. Chapter Three mainly concerns media with its diversity of attributes. The common functions of media; media and symbol systems; the development of cognitive skills; the content of cognitive skills; the interaction between symbol systems and cognitive processes, different kinds of media and deterrents to media usage are discussed. Chapter Four comprises a discussion of the didactic situation, and its principles; the aim of education; theories of conveying content; the classroom as didactic space; communication within the didactic situation; the focus and context principle; functionalizing; the dimensions of comprehension; the improvement of skills and symbols of cartography. Different kinds of media for teaching Geography at secondary level are also suggested. It furthermore reflects the conclusion of the study; states recommendations and suggests possible fields of study. The conclusions reached in this study are the following: 1. A prerequisite for attaining pre-knowledge is mastering the cognitive skills which depend on isomorphic symbols, elements, codes, concepts and constructs of media; 2. Salomon refers to the schemata of the pupil. The author would like to state that this is meant in the singular form. Closer to reality, one would find that within one universal schemata, several sub-schematas would have to exist. 3. All the aforesaid cannot be possible without the pupil reaching visual literacy, which starts at birth. Any further development depends on factors such as the socioeconomic setting in which the pupil was raised; the level of cognitive stimuli the pupil received and various others. 4. Media and communication plays a pivotal role in the development of visual literacy. The following recommendations may be made: 1. It is recommended that TV viewing by the pupil in the secondary phase should be limited because of the fact that the pupil does not get adequate practise in developing his semantic skills while watching the icons on TV and negating the digital symbols. 2. Educators should plan their lessons in such a way that the pupil is able to move from known facts to the unknown, also known as the inductive to deductive method. By doing so, it would be much easier for the pupil to internalize the facts and knowledge conveyed to him. 3. Educators should furthermore lead the pupil in perceptual discrimination in such a way that this process becomes an automatism.
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- Authors: De Lange, Jacques André
- Date: 2014-02-11
- Subjects: Visual literacy , Teaching - Aids and devices , Geography - Study and teaching (Secondary)
- Type: Thesis
- Identifier: uj:3871 , http://hdl.handle.net/10210/9238
- Description: M.Ed. , The underlying reason for this study was to establish the role that media and communication may play in the solution of the problem of visual illiteracy. The object of this study was basically to indicate that with the use of proper communication and appropriate media, visual illiteracy may be eliminated. Chapter One sets out the aims of the study,- clarifies some of the relevant terminology, states the problems within Geography at secondary level and indicates the frame of reference for this study. Chapter Two concentrates on the didactic perspective with specific reference to the didactic triangle. Factors which influence the didactic situation, were discussed. Chapter Three mainly concerns media with its diversity of attributes. The common functions of media; media and symbol systems; the development of cognitive skills; the content of cognitive skills; the interaction between symbol systems and cognitive processes, different kinds of media and deterrents to media usage are discussed. Chapter Four comprises a discussion of the didactic situation, and its principles; the aim of education; theories of conveying content; the classroom as didactic space; communication within the didactic situation; the focus and context principle; functionalizing; the dimensions of comprehension; the improvement of skills and symbols of cartography. Different kinds of media for teaching Geography at secondary level are also suggested. It furthermore reflects the conclusion of the study; states recommendations and suggests possible fields of study. The conclusions reached in this study are the following: 1. A prerequisite for attaining pre-knowledge is mastering the cognitive skills which depend on isomorphic symbols, elements, codes, concepts and constructs of media; 2. Salomon refers to the schemata of the pupil. The author would like to state that this is meant in the singular form. Closer to reality, one would find that within one universal schemata, several sub-schematas would have to exist. 3. All the aforesaid cannot be possible without the pupil reaching visual literacy, which starts at birth. Any further development depends on factors such as the socioeconomic setting in which the pupil was raised; the level of cognitive stimuli the pupil received and various others. 4. Media and communication plays a pivotal role in the development of visual literacy. The following recommendations may be made: 1. It is recommended that TV viewing by the pupil in the secondary phase should be limited because of the fact that the pupil does not get adequate practise in developing his semantic skills while watching the icons on TV and negating the digital symbols. 2. Educators should plan their lessons in such a way that the pupil is able to move from known facts to the unknown, also known as the inductive to deductive method. By doing so, it would be much easier for the pupil to internalize the facts and knowledge conveyed to him. 3. Educators should furthermore lead the pupil in perceptual discrimination in such a way that this process becomes an automatism.
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Leerdereienskappe as 'n faktor in mediaseleksie
- Authors: Smit, Jan Gabriel
- Date: 2014-11-05
- Subjects: Learning, Psychology of , Visual learning , Visual literacy , Programmed instruction , Teaching - Aids and devices
- Type: Thesis
- Identifier: uj:12801 , http://hdl.handle.net/10210/12693
- Description: M.Ed. (Media Studies) , Please refer to full text to view abstract
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- Authors: Smit, Jan Gabriel
- Date: 2014-11-05
- Subjects: Learning, Psychology of , Visual learning , Visual literacy , Programmed instruction , Teaching - Aids and devices
- Type: Thesis
- Identifier: uj:12801 , http://hdl.handle.net/10210/12693
- Description: M.Ed. (Media Studies) , Please refer to full text to view abstract
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Leerders se belewenis van begripskaarte as leermetode in natuur- en skeikunde
- Authors: Steyn, Elizabeth
- Date: 2014-11-17
- Subjects: Teaching - Aids and devices , Science - Study and teaching - Aids and devices
- Type: Thesis
- Identifier: uj:12861 , http://hdl.handle.net/10210/12752
- Description: M.Ed. (Education) , Please refer to full text to view abstract
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- Authors: Steyn, Elizabeth
- Date: 2014-11-17
- Subjects: Teaching - Aids and devices , Science - Study and teaching - Aids and devices
- Type: Thesis
- Identifier: uj:12861 , http://hdl.handle.net/10210/12752
- Description: M.Ed. (Education) , Please refer to full text to view abstract
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Mediabenutting in die onderrig van meganotegnologie
- Authors: Steyn, Hermanus Gertbrandt
- Date: 2014-04-14
- Subjects: Educational technology - Study and teaching , Technology - Study and teaching , Teaching - Aids and devices
- Type: Thesis
- Identifier: uj:10636 , http://hdl.handle.net/10210/10156
- Description: M.Ed. (Media Studies) , In the present career orientated education no guidelines exist for the utilisation of media in the teaching of Mechanotechnology. In this study research is undertaken in the various teaching methods and the concomitant integration of media to make the teaching of Mechanotechnology easier. Firstly, the nature of the subject, as well as the defining of aims and objectives, is investigated. The various levels of aims and objectives are discussed with reference to Bloom's theories of learning. In the study reference is also made to the taxonomies and learning objectives according to De Block's study. In lesson planning it is very important to establish the background situation of learners. Various factors play an important part in this case, like, for example, intelligence, reading ability, background knowledge and development. After the level of knowledge has been established, the lecturer can decide upon a particular teaching strategy. The teaching strategy determines the method according to which the lecturer may best unlock the selected content for the pupil. an acceptable strategy is Maarschalk heuristic model. A distinction is made between heurostentic and ostensive approaches, with a variety of blended forms in between. It is clear that a didactic situation can bot be easily conceived without media. A given teaching medium may be applied in various ways. Modern technology provides the possibility to present particular objects or events in a variety of ways. Media integration may, however, not be taken lightly but must be preceded by systematic planning. The lecturer must make sure that optimal learning gain is obtained.
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- Authors: Steyn, Hermanus Gertbrandt
- Date: 2014-04-14
- Subjects: Educational technology - Study and teaching , Technology - Study and teaching , Teaching - Aids and devices
- Type: Thesis
- Identifier: uj:10636 , http://hdl.handle.net/10210/10156
- Description: M.Ed. (Media Studies) , In the present career orientated education no guidelines exist for the utilisation of media in the teaching of Mechanotechnology. In this study research is undertaken in the various teaching methods and the concomitant integration of media to make the teaching of Mechanotechnology easier. Firstly, the nature of the subject, as well as the defining of aims and objectives, is investigated. The various levels of aims and objectives are discussed with reference to Bloom's theories of learning. In the study reference is also made to the taxonomies and learning objectives according to De Block's study. In lesson planning it is very important to establish the background situation of learners. Various factors play an important part in this case, like, for example, intelligence, reading ability, background knowledge and development. After the level of knowledge has been established, the lecturer can decide upon a particular teaching strategy. The teaching strategy determines the method according to which the lecturer may best unlock the selected content for the pupil. an acceptable strategy is Maarschalk heuristic model. A distinction is made between heurostentic and ostensive approaches, with a variety of blended forms in between. It is clear that a didactic situation can bot be easily conceived without media. A given teaching medium may be applied in various ways. Modern technology provides the possibility to present particular objects or events in a variety of ways. Media integration may, however, not be taken lightly but must be preceded by systematic planning. The lecturer must make sure that optimal learning gain is obtained.
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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...
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- 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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