Integrating information and communications technology (ICT) into teaching and learning: the case of mathematics, science and technology education in one higher education institution
- Authors: Addam, Billey Bright Kwadwo
- Date: 2014
- Subjects: Educational teaching -- South Africa , Computer-assisted instruction -- South Africa , Mathematics -- Study and teaching -- South Africa , Science -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: vital:16224 , http://hdl.handle.net/10353/d1019736 , Educational teaching -- South Africa , Computer-assisted instruction -- South Africa , Mathematics -- Study and teaching -- South Africa , Science -- Study and teaching -- South Africa
- Description: This study explores the integration of Information and Communication Technologies (ICT) into teaching and learning within one Higher Education institution. The main question driving the study was: How is ICT integrated in the teaching and learning of mathematics, science and technology education (MSTE) in a Bachelor of Education programme? This is a case study of lecturers and students in Mathematics, Science and Technology Education. It makes use of questionnaires, interviews, field notes and document analyses to collect data. MSTE lecturers and students were assumed to be well versed in ICT usage and, therefore, well placed to assess its integration into teaching and learning. There were five main findings: First, that Mathematics, Science and Technology Education lecturers showed some ambivalence in their ontological and epistemological orientation to using ICT. Some leaned towards the instruction paradigm and used ICT as a tool for the transmission of knowledge; others leaned towards the learning paradigm, showing an awareness of the need to elicit discovery through ICT. Secondly, that lecturers’ understanding of ICT integration was oriented towards teaching and learning from technologies rather than with technologies. Thirdly, that processes of ‘pedagogical evolution’ were taking place, in terms of which there was a gradual but perceptible shift in the teaching and learning practice of both students and lecturers. Fourthly, there was no evidence to show that lecturers used ICT to promote innovative and creative teaching; in fact, students appeared to be more creative in using ICT resources, than lecturers. Fifthly, and finally, lecturers did not assign ICT-based tasks that promote conceptual understanding. They assigned tasks that asked students to extract and reproduce information from computers, without demonstrating understanding. When used in this way, ICT can, in fact, be de-skilling. From these findings, it can be concluded that ICT integration cannot be understood without exploring the ontological and epistemological orientations, as well as the theoretical orientations, at play in the teaching and learning situation. It is on the basis of these that people, that is, lecturers and students, make use of, ICTs to achieve desired goals. It is therefore recommended that, for the improvement of integration, there should be a greater emphasis on developing and sharing pedagogical expertise concerning ICT use in teaching and learning. It is recommended that a country-wide research survey should be undertaken, based on probability sampling and focussing on pedagogical issues in ICT integration in teaching and learning.
- Full Text:
- Date Issued: 2014
- Authors: Addam, Billey Bright Kwadwo
- Date: 2014
- Subjects: Educational teaching -- South Africa , Computer-assisted instruction -- South Africa , Mathematics -- Study and teaching -- South Africa , Science -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: vital:16224 , http://hdl.handle.net/10353/d1019736 , Educational teaching -- South Africa , Computer-assisted instruction -- South Africa , Mathematics -- Study and teaching -- South Africa , Science -- Study and teaching -- South Africa
- Description: This study explores the integration of Information and Communication Technologies (ICT) into teaching and learning within one Higher Education institution. The main question driving the study was: How is ICT integrated in the teaching and learning of mathematics, science and technology education (MSTE) in a Bachelor of Education programme? This is a case study of lecturers and students in Mathematics, Science and Technology Education. It makes use of questionnaires, interviews, field notes and document analyses to collect data. MSTE lecturers and students were assumed to be well versed in ICT usage and, therefore, well placed to assess its integration into teaching and learning. There were five main findings: First, that Mathematics, Science and Technology Education lecturers showed some ambivalence in their ontological and epistemological orientation to using ICT. Some leaned towards the instruction paradigm and used ICT as a tool for the transmission of knowledge; others leaned towards the learning paradigm, showing an awareness of the need to elicit discovery through ICT. Secondly, that lecturers’ understanding of ICT integration was oriented towards teaching and learning from technologies rather than with technologies. Thirdly, that processes of ‘pedagogical evolution’ were taking place, in terms of which there was a gradual but perceptible shift in the teaching and learning practice of both students and lecturers. Fourthly, there was no evidence to show that lecturers used ICT to promote innovative and creative teaching; in fact, students appeared to be more creative in using ICT resources, than lecturers. Fifthly, and finally, lecturers did not assign ICT-based tasks that promote conceptual understanding. They assigned tasks that asked students to extract and reproduce information from computers, without demonstrating understanding. When used in this way, ICT can, in fact, be de-skilling. From these findings, it can be concluded that ICT integration cannot be understood without exploring the ontological and epistemological orientations, as well as the theoretical orientations, at play in the teaching and learning situation. It is on the basis of these that people, that is, lecturers and students, make use of, ICTs to achieve desired goals. It is therefore recommended that, for the improvement of integration, there should be a greater emphasis on developing and sharing pedagogical expertise concerning ICT use in teaching and learning. It is recommended that a country-wide research survey should be undertaken, based on probability sampling and focussing on pedagogical issues in ICT integration in teaching and learning.
- Full Text:
- Date Issued: 2014
An appraisal of support services to students with disabilities: the case of Walter Sisulu University
- Authors: Makiwane, Nonzwakazi Beauty
- Date: 2013
- Language: English
- Type: Thesis , Doctoral , PhD Admin
- Identifier: http://hdl.handle.net/10353/1220 , vital:26537
- Description: The provision of effective support services in an efficient manner is a critical part of any university’s role to ensure that students with disabilities achieve academic outcomes. In South Africa universities are categorized into three types, namely traditional universities (offer theoretically-oriented degrees); universities of technology (offer vocational-oriented diplomas and degrees) and comprehensive universities (offer a combination of the other two). With their constitutional and policy framework obligations, universities are responsible for accommodating students with all types of disabilities. Pertaining to the awareness of social disparities, the quality of support services to students with disabilities still remains a concern. From various platforms it is evident that quality of support services to students with disabilities in South African universities is poor and in some instances crucial support devices do not exist at all. The pressures being felt by universities from external forces and the problems encountered in the extent of quality of support services has created the need for an appraisal. The purpose of this study, then, is to investigate and describe the quality of the support services provided to students with disabilities in a university context.
- Full Text:
- Date Issued: 2013
An appraisal of support services to students with disabilities: the case of Walter Sisulu University
- Authors: Makiwane, Nonzwakazi Beauty
- Date: 2013
- Language: English
- Type: Thesis , Doctoral , PhD Admin
- Identifier: http://hdl.handle.net/10353/1220 , vital:26537
- Description: The provision of effective support services in an efficient manner is a critical part of any university’s role to ensure that students with disabilities achieve academic outcomes. In South Africa universities are categorized into three types, namely traditional universities (offer theoretically-oriented degrees); universities of technology (offer vocational-oriented diplomas and degrees) and comprehensive universities (offer a combination of the other two). With their constitutional and policy framework obligations, universities are responsible for accommodating students with all types of disabilities. Pertaining to the awareness of social disparities, the quality of support services to students with disabilities still remains a concern. From various platforms it is evident that quality of support services to students with disabilities in South African universities is poor and in some instances crucial support devices do not exist at all. The pressures being felt by universities from external forces and the problems encountered in the extent of quality of support services has created the need for an appraisal. The purpose of this study, then, is to investigate and describe the quality of the support services provided to students with disabilities in a university context.
- Full Text:
- Date Issued: 2013
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