Integration of digital media and pedagogy in the twenty first century classroom: a survey of selected high schools in Eastern Cape, South Africa
- Authors: Mhlomi, Yolisa
- Date: 2023-04
- Subjects: Teaching , Digital media , Classroom learning centers
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27369 , vital:66952
- Description: The essence of this thesis was to study the effectiveness of integrating digital media technologies within the pedagogical approaches adopted and implemented in private and public high schools in a comparative manner. The study looked closely at private and public high schools of the Eastern Cape Province, to study the gaps of accessibility to technology by schools. The study identified the Eastern Cape Province as having a problem of poor performance in matric results at the end of each year as compared to other South African provinces. In order to select the relevant sample for the study, the researcher has utilized two secondary schools private and public in Makhanda Grahamstown and one public secondary school in Alice. The pragmatic paradigm was used to inform the study and used the mixed methods approach to data collection. The researcher distributed closed ended questionnaires to the learners in the three selected secondary schools and semi-structured interviews for the principals of the schools. The key findings reveal that the digital media tools are used for the teaching and learning purposes as well as communication to the schools’ stakeholders. The findings also revealed that various online platforms are utilized for teaching and sharing of information. For example, D6 and Ibambisa School Communicator app, WhatsApp groups for learners, Facebook, Instagram and School website for potential stakeholders. Hence, the results of this study should contribute to the field of ICTs and education in the country to solve the problems facing the teaching and learning systems of private and public schools of the Eastern Cape. Most schools (especially the public) do not have access to digital media tools in their classrooms. Thus, they still depend heavily on the textbooks, which may be outdated or not enough for all learners. In response to the issues faced by the Eastern Cape secondary schools and the findings, the researcher has suggested a model named the Digital Media and Pedagogy Integration DMPI Model of Communication. This model will contribute to the body of knowledge by providing advice to the Department of Basic Education on how teachers and learners can utilize digital media tools effectively. Also, the study has recommended that there is a need for provision of computer literacy training for teachers in secondary schools in this digital age. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2023
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Examining trainee teacher preparation for inclusive education in Zimbambwe
- Authors: Chikwaka, Miriam
- Date: 2021-06
- Subjects: Inclusive education , Teaching , Education--Zimbabwe--History
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20046 , vital:45091
- Description: The research examined trainee teachers’ preparation for inclusive education in two teacher training colleges in Zimbabwe. Concerns are being raised that teacher preparation programmes are not adequately preparing trainee teachers for a holistic practice-based inclusive education. There is no agreement on the meaning of the concept of inclusive education. While some teacher educators resort to the traditional special needs education, others have adopted a paradigm shift to holistic inclusive education. The teacher education curriculum has not been aligned to teacher preparation for inclusive education. Trainee teachers go for teaching practice up to certification as qualified teachers without having acquired the skills and competencies for handling classrooms of learners with diverse educational needs. The study adopted pragmatism as the research paradigm, mixed-methods approach and QUAN-QUAL sequential explanatory triangulation of research designs; data collection instruments, data analysis and presentation of results were adopted. The researcher used stratified random sampling for quantitative data collection; and purposive, convenience, and snowball sampling for qualitative data collection. The total sample size was 210 trainee teachers and 20 teacher educators. Research instruments pilot-tested semi-structured questionnaires, semi-structured interviews, and documentary analysis. The internal consistency and validity of the instruments was checked using Cronbach’s alpha test and coefficients above 0.8 were obtained showing that the instruments were reliable and trustworthy. The results were that trainee teachers were inadequately prepared for inclusive educational practice. Teacher educators do not have the adequate subject and pedagogical content knowledge to prepare trainee teachers for inclusive education. Both teacher educators and their trainee teachers do not understand holistic practice-based inclusive education. The challenges in preparing trainee teachers for inclusive education include ignorance of inclusive education legislation, non-inclusive teacher education curriculum, and teacher educators’ lack of inclusive teacher preparation competencies, and shortage of financial and inclusive education material resources. Strategies to improve the quality of teacher preparation for inclusive education practices include policy and teacher education curriculum reforms, teacher educator empowerment, funding, and infrastructure development. The success of inclusive education largely depends on the collaboration between intellectuals, academia industry, governments and the community at large. The keywords are teacher preparation, inclusive education, teacher educator, and trainee teacher. , Thesis (PhD) -- Faculty of Education, 2021
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Exploring small group teaching in the senior phase : a case study in Kentani Education District
- Authors: Maneli, Pumza
- Date: 2017-01
- Subjects: Group work in education , Small groups , Teaching
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19859 , vital:43411
- Description: The purpose of this study was to explore small group teaching in the senior phase with the aim of identifying suitable approach of managing small group teaching. This study was triggered by persistent misunderstanding of small group teaching that continued to hover Kentani Education District due to poor performance of learners in the classroom. To understand all these challenges experienced by teachers this study employed qualitative approach using semi-structured interviews to collect and analyse data from participants in order to get a deeper understanding of the phenomena under study. A sampling procedure was used to select respondents from two junior secondary schools of deep rural areas. The two schools were purposefully sampled. Fifteen participants participated in this study from two sampled junior secondary schools. The data were presented, analysed and discussed. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. The study sought to :( a) Explore teachers ‘understanding of small group teaching. (b) Find out different approaches of small group teaching. (c) Investigate challenges faced by teachers when employing small group teaching. (d) Explore what promotes effective facilitation of small group teaching. (e) Suggest a proposed teaching model that will assist senior phase teachers in enhancing the way they perform their small group teaching. Central to what this study ascertained is the relationship between the teachers and Subject Advisors .From the findings of this study, it can be ascertained that for any teacher to succeed and understand deeply the requirements of his her profession, he she needs to have a positive attitude towards hisher career, being guided, mentored, nurtured, monitored and supported by SMTs and Subject Advisors. , Thesis (MEd) -- Faculty of Education, 2017
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