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.
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Integration of indigenous knowledge in the intermediate phase school curriculum in a selected education district in the Eastern Cape, South Africa
- Authors: Mkosi, Nkosinathi Ndumiso Lizo
- Date: 2019
- Subjects: Education -- Curricula -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16136 , vital:40671
- Description: The aims and principles of the post-apartheid South African school curricula, ranging from the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12, to include the Curriculum and Assessment Policy Statements (Grades 1-12), have been aligned with the aims and principles of the South African Constitution. The aims and principles, among others, speak to the establishment of human rights, inclusivity, environmental and social justice, and valuing of indigenous knowledge systems. These are the bedrock of all the subjects and do not necessarily confine themselves to the science subjects only; even though the call of inclusion of indigenous knowledge in the sciences is oversubscribed. There has been concerns raised variously that the integration of indigenous knowledge systems in the curriculum, generally, and in the teaching of the respective subjects, particularly, does not necessarily happen as it should be. Thus, the purpose of this mixed methods approach study that adopted a concurrent triangulation mixed methods design and premised on the postpositivist paradigm investigated the integration of indigenous knowledge in the Intermediate Phase school curriculum in a selected Education District in the Eastern Cape Province, South Africa. The guiding lenses adopted for this study were two-fold. The main primary theoretical framework drew from three integration theories: (a) Huang and Newell’s (2003) Knowledge Integration Processes and Dynamics notions; (b) Beane’s (1995) Curriculum Integration and the Disciplines of Knowledge and (c) Harden’s (2000) Integration ladder: A Tool for Curriculum Planning and Evaluation. The ‘secondary’ lens of analysis, which the researcher named, the ‘supplemental framework’, was constituted by notions and constructs derived from the indigenous knowledge systems discourses and postcolonial notions and constructs. The study revealed, among other findings, that (i) whilst a majority of teachers claimed to integrate IK in their classrooms, a significant number did not, and those who claimed to be integrating were unsure about how to integrate (ii) the majority of teachers, HoDs and Subject Advisors were either poorly trained or did not receive any training in the integration of IK (iii) the support and monitoring of IK integration was poor to non-existent. Thus, the study proposes a model, the Integrative Indigenous Knowledge Integration Support and Monitoring Model (IIKISMM), which may act as a framework for the coordination of the support and monitoring of IK integration in the school curriculum. There are significant recommendations offered by the study to teachers and policy makers with regards the integration of indigenous knowledge systems in the school curriculum. Also offered by the study are possibilities for further research in the integration of indigenous knowledge system in the curriculum.
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Investigating grade 6 teachers’ views and practices regarding creating an intellectually safe classroom environment
- Authors: Damana, Yanga
- Date: 2019-05
- Subjects: Classroom environment , Classroom management
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19947 , vital:44808
- Description: An intellectually safe classroom (ISC) is essential for teaching and learning to occur. The aim of this study was to investigate Grade 6 teachers’ views and practices regarding the creation of intellectually safe classroom environments. The paradigm that was used in the study was the interpretive paradigm and the research approach was qualitative. A case study design was used. Three Mdantsane primary schools was purposively selected and two Grade 6 teachers from each school were the participants. Semi structured interviews and observations were used to collect data. The research found that participants are cognizant of the need to develop ISC. They define ISC as a classroom that is both emotionally and physically safe for learning to occur. The participants are very conversant with the benefits of ISC. Most of the teachers purposefully tried to implement ISC. This included the establishment of classroom rules, and they acknowledged the role that the teacher plays in setting up an ISC and the manner in which they establish trust and co-operation within their classrooms. However, they are often constrained in their implementation of ISC by their own teaching styles and by factors outside of their control. This emphasised the pivotal role that teachers have in the establishment of an ISC. It is recommended that ISC be implemented in all classrooms with the entire school community working together to do so. , Thesis (MEd) -- Faculty of Education, 2019
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Investigating the learners perceptions on the factors that influence learners to use and abuse drugs: a case study of one secondary school in the Eastern Cape Province
- Authors: Pama, Mzingisi Nimrod
- Date: 2008
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16160 , http://hdl.handle.net/10353/186
- Description: The research interest in this study was on learners’ perceptions on the factors that influence learners to use and abuse drugs. This study discussed learner understanding of drug use and abuse, what learners consider as reasons why learners use and abuse drugs and what could be done to discourage this phenomenon. The investigation was carried in the central region of the Eastern Cape in Fort Beaufort District. This district covers the rural areas of Nkonkobe municipality. I made use of qualitative methodology to obtain data from a sample of 56 learners and 12 teachers including the principal of the school. This study is located in one high school in the Fort Beaufort District. Methods used included learner surveys, learners’ focus group discussions, teachers’ focus discussions, learners individual interviews as well as document analysis. A major finding in this study indicates that learners understood what drugs as well as heir effects on those who use and abused them. The learners also unpacked factors that contribute to this phenomenon, which include peer pressure, socialization, stress and others. Teachers and learners also suggested ways in which drug use can be discouraged. Teacher also acknowledged that there was a drug problem amongst learners in their school and that something should urgently be done to discourage this phenomenon.
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IT Method: MCT 411
- Authors: Xazela, M W , Cetywayo, N
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17318 , http://hdl.handle.net/10353/d1010165
- Description: Examination on IT Method: MCT 411, June 2011.
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IT Method: MCT 412
- Authors: Xazela, M W , Cetywayo, N
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17319 , http://hdl.handle.net/10353/d1010166
- Description: Examination on IT Method: MCT 412, June 2011.
- Full Text: false
Language & Communication for Educators: EDS 122
- Authors: Madubedube, M J , Botha, E
- Date: 2010-01
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17292 , http://hdl.handle.net/10353/d1010110
- Description: Supplementary examination on Language & Communication for Educators: EDS 122, January 2010.
- Full Text: false
Language & Communication for Educators: EDS 122
- Authors: Shaughnessy, C , Botha, E
- Date: 2009-11
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17333 , http://hdl.handle.net/10353/d1010193
- Description: Examination on Language & Communication for Educators: EDS 122 November 2009.
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Language & Communication for Educators: EDS 122
- Authors: Madubedube, M J , Botha, E
- Date: 2009-11
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17334 , http://hdl.handle.net/10353/d1010195
- Description: Examination on Language & Communication for Educators: EDS 122, November 2009.
- Full Text: false
Leadership experiences of six female deans in South African universities
- Authors: Mankayi, Mandisa https://orcid.org/0000-0002-6732-8559
- Date: 2021-06
- Subjects: Women in higher education , Educational leadership
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26197 , vital:64957
- Description: The leadership of universities should be aware of and acknowledge the needs of female academics in order to facilitate the creation of an atmosphere that is welcoming to women. Currently, the needs of female academics are not being met by universities. In this study, the experiences of women from the Eastern Cape Province who have held positions as faculty deans in South African universities are investigated from the perspective of leadership. The interpretive paradigm was utilised throughout this qualitative research project. As a means of gathering information for the study, an interview guide with a structured format was combined with personal diaries. The questioning during the interview itself was unstructured because it was determined by the responses received from the people being interviewed. Interviews were conducted with six female deans from three different universities, using a technique called convenience sampling. After finishing the interview using an audio recorder, the recording was transcribed, and a technique called thematic analysis was applied to it. Because the study used theoretical lenses, the standpoint theory and feminist empiricism were both used in its analysis. According to the findings, despite the fact that South Africa has taken steps to ensure that men and women have equal opportunities and that legislation such as the Employment Act has been passed, women continue to face obstacles when trying to occupy higher leadership positions. Even though the study was not explicit in terms of the support they get from their colleagues, they mentioned the lack of support from their male counterparts. They experienced some major challenges as a result of the interaction between their leadership roles and the roles they held in their organisations. The participants suggested the underlying masculine conceptualization of leadership in their day-to-day interactions, such as working after hours and extensive travel, both of which were in conflict with their roles as mothers. According to the suggestions that have been made, the execution of the leadership roles and responsibilities shouldn't just be seen from a man's point of view. The performance of these roles ought to take into account gender sensitivity at every stage. Since things have not really moved in the direction that was anticipated, the government of South Africa ought to move more quickly to implement the equality law. , Thesis (PhD) -- Faculty of Education, 2021
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Leaners' perceptions of factors contributing to poor academic performance in rural high schools of the Fort Beaufort Education District
- Authors: Tom, Lusu Lennox
- Date: 2013-01
- Subjects: Education, Higher , School management and organization , Teacher effectiveness
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10353/25272 , vital:64137
- Description: This research investigates learners’ perceptions of factors which they believe contribute to their poor academic performance in high schools. The study focuses on four schools in Fort Beaufort district of the Eastern Cape. Twenty-four learners (6 from each school) participated in this study. Using a theoretical framework drawn from Bandura (1977) the study explored the views of learners in both under and high performing schools. One main research question was posed, answered and discussed for the purpose of the study. Data was collected through individual interviews, focus group discussions and document analyses. The findings of the study revealed a number of factors contributing to poor academic performance. These were learner factors, teacher factors, home factors and teaching resources. Regarding learner factors, the study revealed that while learners were committed and motivated to do their work in order to avoid low income jobs, this did not always happen as they found themselves getting distracted during class time and this affected their performance. The study revealed that some of the teachers lacked commitment, and were very unprofessional and incompetent. This, according to the learners, contributed to poor learner performance in the various subjects. Home factors also played a role in learner performance. The study revealed that home factors were seen to be enabling when parents were supportive and helpful to their children. At the same time, home factors tended to impede learning when learners were given household chores to do and this impinged on their study time. Some parents were also illiterate and as a result were not able to help their children with homework or supervise them while they were busy with their homework. The lack of teaching and learning resources such as textbooks, computers and laboratories as well as overcrowded classrooms also contributed to poor learner performance. This study makes the following recommendations: Teachers should be closely monitored by principals to ensure that they come to class regularly and are punctual so that learners do not lose time necessary to cover the content on their syllabus. Teachers should plan and prepare for lessons thoroughly. Lessons must cover a wide range of activities during their teaching to actively engage learners and prepare them adequately for their assessment tasks, including examinations. Teachers should be work-shopped regularly in order to capacitate them on the latest trends and pedagogies in education as well as rejuvenate their professionalism. It is important that teachers be active researchers in class in order to appraise themselves their learners’ needs and how they can, from the learners’ point of view, improve service delivery. From time to time teachers should work closely with parents to develop strategies they can jointly use to monitor and support children’s learning effectively. , Thesis (MEd) -- Faculty of Education, 2013
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Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the East London district in the Eastern Cape
- Authors: Ngudle, N G
- Date: 2014
- Subjects: Mathematics -- Study and teaching -- South Africa , Effective teaching , Teacher effectiveness
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16213 , http://hdl.handle.net/10353/d1016499 , Mathematics -- Study and teaching -- South Africa , Effective teaching , Teacher effectiveness
- Description: Feedback has an important role to play in the performance of learners. This study looks to identify the challenges that the learners are faced with when the teachers provide them with feedback and the ways they would like like it to be used in order to see feedback assisting them in their learning and improve their performance. Feedback contributes a lot to assessment and has a close link with performance. The study used the qualitative approach to identify the challenges the learners experience when they receive the feedback from their teachers. The participants were sampled from grade 12 learners in the form of a focus group (seven to ten per school) and individual respondents. The method used semi-structured interviews and portfolio observations to collect the data from two high schools in East London (EL) district to look at the nature of the feedback provided to learners. The data was later analysed and interpreted. It has been identified that for both schools feedback conveyed certain messages to learners such motivation to do better, a need to do better and, lastly, affirmation that the learners are on the right track or they are neglected and left to figure out how to do the tasks. The study discovered that, according to Hattie and Timperley (2007)’ there are four levels of feedback. It was found that for the task level learners from school A mainly received oral feedback which was often seen as denigrating them; however, in school B learners received both the oral and written feedback. They felt that the feedback assisted them to understand the task at hand. They also saw this as a way of building up their confidence in all the tasks they come across. Secondly, in the process level, learners in school A did not report receiving feedback at this level but only oral feedback which does not show their mistakes step by step in the task, yet in school B they reported that they got feedback from their teacher individually to help them understand the task. Thirdly, for the self regulation level, in school A there was no data to confirm this. Regarding school B, learners were being assisted by the feedback they received from their teacher and this caused them to monitor their progress. The fourth and last level is the self or personal evaluation where in school A learners were not able to evaluate themselves because they did not receive written feedback, whereas in school B learners could do that freely referring to the written comments from their teacher. The research therefore concluded that in one of the schools the four levels that the study was looking at were not all addressed and thus no meaningful feedback was given. For school B the teacher gave them the feedback which has contributed a lot in their learning. The study recommends that feedback should not be used for right or wrong answers but it must also state clearly why the learner has obtained such mark or grade and what to do to correct the wrongs. Teachers should consider that learner errors also assist them to have a broader picture on what more they need to do in their subjects. It is also recommended that teachers should consider various strategies in giving feedback and the learners’ work has to be monitored timeously for the purpose of the learning process. Lastly, a good approach when feedback is provided is also important because it builds high self-esteem and develops the teacher-learner approach accordingly.
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Learners' views regarding their effective participation in school governance
- Authors: Munikwa, Julius
- Date: 2016
- Subjects: Student participation in administration
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/16013 , vital:40582
- Description: Effective learner participation for the development of Representative Council of Learners (RCL) governors in school governance (SG) is of great essence. A qualitative study was conducted in order to assess the learners’ views regarding their lived views and experiences in SG. Twenty four (24) RCL and class representatives from three data sites comprising three high schools in East Cape, in the East London District Education participated in the study. Data was gathered through semi-structured interviews, focus group discussions and document analysis from two convenient and one snowball samples, respectively. From each school, a chairperson, a secretary and six focus group discussions (FDGs) members were utilised as participants in order to enrich the study. In doing so, the study made use of Wilcox’s ladder of participation as the lens to unpack the learners’ views regarding their effective participation in school governance. This ladder includes information, consultation, deciding together, acting together and supporting independent community interests. The findings showed that learner participation in both township and former Model C schools is significant. However, a number of pertinent factors that make the voices of learner governors to be stifled emerged. These include lack of capacity building, exclusion from other meetings, dominance of adult governors, lack of collaboration and the fact that learners have to be seen as being respectful and disciplined when in meetings with parents. This makes them to accept their role as a tool for middlemen between the parents, teachers and fellow students. These make the field of effective learner participation uneven, hence making them window dressers and have pseudo contributions in SG. The study therefore suggested that learners should be capacitated to make effective and meaningful contribution in school governance. Learners should work collaboratively with adult governors to enhance effective participation in SG.
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Learning & Development: EDF 121
- Authors: Tyilo, P N , Sao, L Y T
- Date: 2009-11
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17327 , http://hdl.handle.net/10353/d1010185
- Description: Examination on Learning & Development: EDF 121, November 2009.
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Learning and Development: EDF 121
- Authors: Tyilo, P N , Sao, L Y T
- Date: 2010-01
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17286 , http://hdl.handle.net/10353/d1010032
- Description: Supplementary Examination on Learning & Development: EDF 121, January 2010.
- Full Text: false
Life Orientation Method: MGE 411
- Authors: Tyilo, P N , Gutta, S
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17320 , http://hdl.handle.net/10353/d1010167
- Description: Examination on Life Orientation Method: MGE 411, June 2011.
- Full Text: false
Life Orientation Method: MGE 412
- Authors: Tyilo, P N , Gutta, S
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17321 , http://hdl.handle.net/10353/d1010169
- Description: Examination on Life Orientation Method: MGE 412, June 2011.
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Life Orientation Methodology: EDO 321
- Authors: Tyilo, P N , Vye, Z
- Date: 2010-01
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17291 , http://hdl.handle.net/10353/d1010047
- Description: Supplementary examination on Life Orientation Methodology: EDO 321, January 2010.
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Life Skills for Educators: EDF 312
- Authors: Tyilo, P N
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17313 , http://hdl.handle.net/10353/d1010159
- Description: Examination on Life Skills for Educators: EDF 312, June 2011.
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Managing Effective Learning Environments: EDF 221
- Authors: Madubedube, M J , Kganedi, A
- Date: 2009-11
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17330 , http://hdl.handle.net/10353/d1010190
- Description: Examination on Managing Effective Learning Environments: EDF 221, November 2009.
- Full Text: false