Technological pedagogical content knowledge development: investigating secondary school teachers' integration and use of technology during emergency remote teaching in Endola education circuit
- Authors: Munyanyo, Johanna
- Date: 2023-10
- Subjects: Pedagogical content knowledge , Social distancing (Public health) and education , Distance teaching , Educational technology , Technological Pedagogical Content Knowledge
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423882 , vital:72101
- Description: The Covid-19 pandemic has created the largest disruption of education systems in human history. The closure of schools and other learning spaces has impacted billions of learners worldwide. The mitigative measures and many new standard operating procedures have brought restrictions and many challenges. The face-to-face traditional teaching method lost its value, and teaching shifted to distance through the integration of technologies. The integration of technologies necessitated the emergency remote teaching process, as it is one of the distance teaching modes that can make teaching possible even for less technologically privileged nations. Literature has shown that the integration and usage of technology during teaching support the development of technological pedagogical and content knowledge (TPACK) of teachers. This study, therefore, sought to investigate how the integration and use of technology during the emergency remote teaching of Covid-19 developed the secondary school teachers’ technological pedagogical and content knowledge. The study is underpinned by an interpretive paradigm, and a qualitative case study approach was employed. It was conducted in seven secondary schools in the Endola education circuit, Ohangwena region, with the purposeful participation of twenty-six secondary school teachers. Data was collected using semi-structured questionnaires and semi-structured interviews. The study was informed by Vygotsky’s (1978) sociocultural theory together with the TPACK framework of Thompson and Mishra (2007) as both theoretical and analytical frameworks. The study's results showed that teachers made use of existing technological resources to sustain their teaching efforts during ERT. They encountered various challenges, including a lack of technological expertise (knowledge) among both teachers and learners. The shift to virtual instruction during ERT supported teachers in developing proficient technological pedagogical content knowledge. This research concludes that schools possess the necessary technological infrastructure to enable teachers to incorporate technology into their teaching methods. Furthermore, it highlights that teachers generally hold favourable attitudes toward integrating technology into their instruction. Nevertheless, it recommends that there is a need for improving both in-service and pre-service teachers’ training and support for effectively teaching in online and blended learning environments. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10
- Authors: Munyanyo, Johanna
- Date: 2023-10
- Subjects: Pedagogical content knowledge , Social distancing (Public health) and education , Distance teaching , Educational technology , Technological Pedagogical Content Knowledge
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423882 , vital:72101
- Description: The Covid-19 pandemic has created the largest disruption of education systems in human history. The closure of schools and other learning spaces has impacted billions of learners worldwide. The mitigative measures and many new standard operating procedures have brought restrictions and many challenges. The face-to-face traditional teaching method lost its value, and teaching shifted to distance through the integration of technologies. The integration of technologies necessitated the emergency remote teaching process, as it is one of the distance teaching modes that can make teaching possible even for less technologically privileged nations. Literature has shown that the integration and usage of technology during teaching support the development of technological pedagogical and content knowledge (TPACK) of teachers. This study, therefore, sought to investigate how the integration and use of technology during the emergency remote teaching of Covid-19 developed the secondary school teachers’ technological pedagogical and content knowledge. The study is underpinned by an interpretive paradigm, and a qualitative case study approach was employed. It was conducted in seven secondary schools in the Endola education circuit, Ohangwena region, with the purposeful participation of twenty-six secondary school teachers. Data was collected using semi-structured questionnaires and semi-structured interviews. The study was informed by Vygotsky’s (1978) sociocultural theory together with the TPACK framework of Thompson and Mishra (2007) as both theoretical and analytical frameworks. The study's results showed that teachers made use of existing technological resources to sustain their teaching efforts during ERT. They encountered various challenges, including a lack of technological expertise (knowledge) among both teachers and learners. The shift to virtual instruction during ERT supported teachers in developing proficient technological pedagogical content knowledge. This research concludes that schools possess the necessary technological infrastructure to enable teachers to incorporate technology into their teaching methods. Furthermore, it highlights that teachers generally hold favourable attitudes toward integrating technology into their instruction. Nevertheless, it recommends that there is a need for improving both in-service and pre-service teachers’ training and support for effectively teaching in online and blended learning environments. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10
An investigation into how grade 9 girls participate during practical work in Physical Science lessons : a case study
- Authors: Munyanyo, Johanna
- Date: 2015
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Teenage girls -- Education , Sex differences in education -- Namibia , Sex discrimination in education -- Namibia , Physical sciences -- Study and teaching (Secondary) -- Sex differences
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2042 , http://hdl.handle.net/10962/d1017353
- Description: This research report documented in this thesis focused mainly on the participation of grade 9 girls during practical work in the topic of ‘Electricity’ in Physical Science lessons at Mwatya (pseudonym) Junior Secondary School in Ohangwena region of Namibia. The study was triggered by the lack of participation of girls during practical work. Underpinned by an interpretive paradigm, the study took the form of a qualitative case study and my unit of analysis was girls’ participation during practical work on electricity in particular. The perceptions and experiences of girls about practical work in Physical Science were investigated using the administered questionnaires. The participation of girls during practical work was further explored using interviews (semi-structured and focus group interviews) and observations of selected girls. A thematic approach to data analysis was adopted. The qualitative data from the audio and video transcripts were analysed according to the categories developed and themes that emerged from the analysis process. The categories developed for presenting the data are: teaching methods preferred by girls; importance and roles of practical activities; things that girls enjoy during practical activities; problems experienced by girls during practical activities; preference for doing practical work in groups or as an individual task; if practical work given in groups should the sex of learners be considered or not; activities preferred by girls when they are in single sex and in mixed sex groups; factors that enable girls to participate; and factors that prevent girls from participating. The study found that girls’ perceptions about practical work affect their participation during practical work in the topic of Electricity. It also revealed different factors that contribute to either good or poor participation of girls, namely, factors such as mixed-sex group-work, limited science prior experience (knowledge), unequal treatment from teachers during lessons and home environment were identified as contributing to poor participation. Girls however suggested some factors that they think could enable them to participate freely and actively during practical work. In view of these findings, this study recommends that teacher training institutions should train teachers to plan practical work in a gender sensitive manner. Schools should be provided with enough materials as sharing materials can contribute to poor participation of girls during practical work especially when they are in mixed groups with boys. There is a need for science teachers to assess the learning taking place during practical work and, finally, textbook suppliers should be monitored in a way that enables the supply of gender sensitive printed materials.
- Full Text:
- Date Issued: 2015
- Authors: Munyanyo, Johanna
- Date: 2015
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Teenage girls -- Education , Sex differences in education -- Namibia , Sex discrimination in education -- Namibia , Physical sciences -- Study and teaching (Secondary) -- Sex differences
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2042 , http://hdl.handle.net/10962/d1017353
- Description: This research report documented in this thesis focused mainly on the participation of grade 9 girls during practical work in the topic of ‘Electricity’ in Physical Science lessons at Mwatya (pseudonym) Junior Secondary School in Ohangwena region of Namibia. The study was triggered by the lack of participation of girls during practical work. Underpinned by an interpretive paradigm, the study took the form of a qualitative case study and my unit of analysis was girls’ participation during practical work on electricity in particular. The perceptions and experiences of girls about practical work in Physical Science were investigated using the administered questionnaires. The participation of girls during practical work was further explored using interviews (semi-structured and focus group interviews) and observations of selected girls. A thematic approach to data analysis was adopted. The qualitative data from the audio and video transcripts were analysed according to the categories developed and themes that emerged from the analysis process. The categories developed for presenting the data are: teaching methods preferred by girls; importance and roles of practical activities; things that girls enjoy during practical activities; problems experienced by girls during practical activities; preference for doing practical work in groups or as an individual task; if practical work given in groups should the sex of learners be considered or not; activities preferred by girls when they are in single sex and in mixed sex groups; factors that enable girls to participate; and factors that prevent girls from participating. The study found that girls’ perceptions about practical work affect their participation during practical work in the topic of Electricity. It also revealed different factors that contribute to either good or poor participation of girls, namely, factors such as mixed-sex group-work, limited science prior experience (knowledge), unequal treatment from teachers during lessons and home environment were identified as contributing to poor participation. Girls however suggested some factors that they think could enable them to participate freely and actively during practical work. In view of these findings, this study recommends that teacher training institutions should train teachers to plan practical work in a gender sensitive manner. Schools should be provided with enough materials as sharing materials can contribute to poor participation of girls during practical work especially when they are in mixed groups with boys. There is a need for science teachers to assess the learning taking place during practical work and, finally, textbook suppliers should be monitored in a way that enables the supply of gender sensitive printed materials.
- Full Text:
- Date Issued: 2015
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