An exploration of working with grade 11 life sciences educators on the use of Virtual Lab to mediate learning of energy transformations
- Authors: Shambare, Brian
- Date: 2021-04
- Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Energy conversion -- Study and teaching , Educational technology -- South Africa -- Eastern Cape , Teaching -- Aids and devices , Virtual Lab
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/174388 , vital:42473
- Description: The Department of Basic Education (DBE) examiners’ diagnostic reports for 2012-2019 indicate that National Senior Certificate (NSC) learners mostly perform poorly in examination questions based on scientific investigations. The low performance by learners in these questions has been attributed to the failure by teachers to effectively mediate the learning of scientific concepts due to lack of science laboratories or poorly resourced laboratories in most rural schools. As a result, most learners are finding that scientific concepts are decontextualized and hence abstract. Thus, this study explored making use of Virtual Lab to mediate learning of scientific investigations using the topic Energy transformations. The study was located within an interpretive paradigm and a qualitative case study approach was employed. The study was conducted in four different rural schools in the Joe Gqabi district and seven Grade 11 Life Sciences teachers participated. Data was generated using semi-structured questionnaires, semi-structured interviews, lesson observation, workshop discussions, and journal reflections. The study was informed by Vygotsky’s (1978) Socio-Cultural Theory (SCT) as the theoretical framework, and Thompson and Mishra’s (2006) Technological Pedagogical Content Knowledge (TPACK) as the analytical framework. The results of this study showed that most educators have a positive predisposition towards the integration of Information and Communication Technologies (ICT) in their practice. The study found that using the Virtual Lab to teach Life Sciences has several benefits such as safe environment for conducting experiments; convenience and accessibility; positive teacher and learner attitudes and improvement on learner performance; elimination of physical limitations of a real lab; and availability top-class lab equipment and up-to-date reagents. The study also revealed some shortcomings that were associated with the use of the Virtual Lab. These are; lack of lab partner and peer-learning; and lack of direct supervision by a more knowledgeable facilitator. This study concluded that using the Virtual Lab enhances the quality of teaching scientific experiments in the selected under-resourced rural secondary schools. The study recommends the adoption of the Virtual Lab as a viable alternative to the conventional lab.
- Full Text:
- Date Issued: 2021-04
- Authors: Shambare, Brian
- Date: 2021-04
- Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Energy conversion -- Study and teaching , Educational technology -- South Africa -- Eastern Cape , Teaching -- Aids and devices , Virtual Lab
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/174388 , vital:42473
- Description: The Department of Basic Education (DBE) examiners’ diagnostic reports for 2012-2019 indicate that National Senior Certificate (NSC) learners mostly perform poorly in examination questions based on scientific investigations. The low performance by learners in these questions has been attributed to the failure by teachers to effectively mediate the learning of scientific concepts due to lack of science laboratories or poorly resourced laboratories in most rural schools. As a result, most learners are finding that scientific concepts are decontextualized and hence abstract. Thus, this study explored making use of Virtual Lab to mediate learning of scientific investigations using the topic Energy transformations. The study was located within an interpretive paradigm and a qualitative case study approach was employed. The study was conducted in four different rural schools in the Joe Gqabi district and seven Grade 11 Life Sciences teachers participated. Data was generated using semi-structured questionnaires, semi-structured interviews, lesson observation, workshop discussions, and journal reflections. The study was informed by Vygotsky’s (1978) Socio-Cultural Theory (SCT) as the theoretical framework, and Thompson and Mishra’s (2006) Technological Pedagogical Content Knowledge (TPACK) as the analytical framework. The results of this study showed that most educators have a positive predisposition towards the integration of Information and Communication Technologies (ICT) in their practice. The study found that using the Virtual Lab to teach Life Sciences has several benefits such as safe environment for conducting experiments; convenience and accessibility; positive teacher and learner attitudes and improvement on learner performance; elimination of physical limitations of a real lab; and availability top-class lab equipment and up-to-date reagents. The study also revealed some shortcomings that were associated with the use of the Virtual Lab. These are; lack of lab partner and peer-learning; and lack of direct supervision by a more knowledgeable facilitator. This study concluded that using the Virtual Lab enhances the quality of teaching scientific experiments in the selected under-resourced rural secondary schools. The study recommends the adoption of the Virtual Lab as a viable alternative to the conventional lab.
- Full Text:
- Date Issued: 2021-04
Teachers’ perceptions, experiences and challenges related to using ICTs in teaching Social Sciences in marginalised classrooms in the Eastern Cape Province, South Africa
- Authors: Gunzo, Fortunate Takawira
- Date: 2020
- Subjects: Educational technology -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Social sciences -- Study and teaching -- South Africa -- Eastern Cape , Information technology -- South Africa -- Eastern Cape , Technological innovations -- Employee participation -- South Africa -- Eastern Cape , Teachers -- Attitudes , Technological innovations -- Economic aspects -- South Africa -- Eastern Cape , Technology Acceptance Model , Teacher Cognitions theory
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/146964 , vital:38581
- Description: This study seeks to examine teachers’ perceptions and experiences of using Information and Communication Technology (ICT) in teaching as the basis for actual use in the classroom. I conducted an eclectic study with a multidisciplinary theoretical viewpoint combining theories from Information Technology (IT) and education to examine how perceptions and prior experiences with ICT influence cross-curriculum ICT integration. Specific aspects of five theories and models were used in different phases of this study. I drew on the Technology Acceptance Model (TAM) and Teacher Cognitions theory to understand teachers’ perceptions towards ICT in general and towards ICT in the classroom. The classroom observations were conducted using an observation guide informed by Activity theory. I then utilised the Adoption of Innovation and the Diffusion of Innovation theories to explain why and how ICT was utilised in the classrooms. A mixed methods research approach located within a pragmatic paradigm was chosen. Three data sets were collected. First, a questionnaire of attitudes and perceptions towards ICT was conducted with 183 teachers (mainly working at marginalised schools in the Eastern Cape Province of South Africa). Questionnaire data was analysed using descriptive statistics and a chi-square correlations test. Second, teachers enrolled in an in-service Advanced Certificate in Education specializing in ICT (ACE-ICT) at Rhodes University were supported in planning and implementing an intervention involving the use of a mobile computer lab in rural and peri-urban schools. Three key participants were observed while teaching in class using ICT for the first time and they were subsequently interviewed. Third, drawing from lessons learnt from this experience, students in the in-service education bachelor’s degree in ICT (BEd-ICT) – which replaced the in-service ACE-ICT – were supported and encouraged to experiment with cross-curriculum integration using ICT already at their disposal. Planning and reflections by three in-service BEd-ICT teachers were subjected to theory-based document thematic analysis. Findings indicate that the vast majority of the teachers had positive attitudes towards ICT and perceived ICT as useful, mainly as a productivity tool in teaching. ICT was used mostly for administration, planning and preparation of lessons and not for teaching or as a cognitive tool. Despite all key participants having access to similar ICTs and support, their experiences of teaching with ICT were different based on their personal commitment, access to and frequency of use of ICTs in their personal lives. Teachers who were self-motivated to use ICT in their teaching made efforts to do so regardless of infrastructure and resource challenges they faced at their schools. The main barriers to the use of ICT in the classroom appear to be lack of technical support and time constraints.
- Full Text:
- Date Issued: 2020
- Authors: Gunzo, Fortunate Takawira
- Date: 2020
- Subjects: Educational technology -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Social sciences -- Study and teaching -- South Africa -- Eastern Cape , Information technology -- South Africa -- Eastern Cape , Technological innovations -- Employee participation -- South Africa -- Eastern Cape , Teachers -- Attitudes , Technological innovations -- Economic aspects -- South Africa -- Eastern Cape , Technology Acceptance Model , Teacher Cognitions theory
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/146964 , vital:38581
- Description: This study seeks to examine teachers’ perceptions and experiences of using Information and Communication Technology (ICT) in teaching as the basis for actual use in the classroom. I conducted an eclectic study with a multidisciplinary theoretical viewpoint combining theories from Information Technology (IT) and education to examine how perceptions and prior experiences with ICT influence cross-curriculum ICT integration. Specific aspects of five theories and models were used in different phases of this study. I drew on the Technology Acceptance Model (TAM) and Teacher Cognitions theory to understand teachers’ perceptions towards ICT in general and towards ICT in the classroom. The classroom observations were conducted using an observation guide informed by Activity theory. I then utilised the Adoption of Innovation and the Diffusion of Innovation theories to explain why and how ICT was utilised in the classrooms. A mixed methods research approach located within a pragmatic paradigm was chosen. Three data sets were collected. First, a questionnaire of attitudes and perceptions towards ICT was conducted with 183 teachers (mainly working at marginalised schools in the Eastern Cape Province of South Africa). Questionnaire data was analysed using descriptive statistics and a chi-square correlations test. Second, teachers enrolled in an in-service Advanced Certificate in Education specializing in ICT (ACE-ICT) at Rhodes University were supported in planning and implementing an intervention involving the use of a mobile computer lab in rural and peri-urban schools. Three key participants were observed while teaching in class using ICT for the first time and they were subsequently interviewed. Third, drawing from lessons learnt from this experience, students in the in-service education bachelor’s degree in ICT (BEd-ICT) – which replaced the in-service ACE-ICT – were supported and encouraged to experiment with cross-curriculum integration using ICT already at their disposal. Planning and reflections by three in-service BEd-ICT teachers were subjected to theory-based document thematic analysis. Findings indicate that the vast majority of the teachers had positive attitudes towards ICT and perceived ICT as useful, mainly as a productivity tool in teaching. ICT was used mostly for administration, planning and preparation of lessons and not for teaching or as a cognitive tool. Despite all key participants having access to similar ICTs and support, their experiences of teaching with ICT were different based on their personal commitment, access to and frequency of use of ICTs in their personal lives. Teachers who were self-motivated to use ICT in their teaching made efforts to do so regardless of infrastructure and resource challenges they faced at their schools. The main barriers to the use of ICT in the classroom appear to be lack of technical support and time constraints.
- Full Text:
- Date Issued: 2020
ICT and education in a less privileged school of NMBA
- Authors: Mahleza, Nomfundo
- Date: 2013
- Subjects: Educational technology -- South Africa -- Eastern Cape , Educational innovations -- Technological innovations -- South Africa -- Eastern Cape , Communication -- Technological innovations
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/6237 , vital:21058
- Description: Today’s society requires citizens to have a greater knowledge of information technology (IT) than in previous decades. Strategy programs at a national level define the skill needed in an information society and encourage people to learn these skills (Ministry of Education, 2004). In order for everybody to have the opportunity to learn the basics of the new technology, computer science should be included in general education. The development of technology, like Information and Communication Technology (ICT) has turned the world into a global village (Hashem, 2006). The key instrument in this globalisation is the personal computer. Computer–mediated communication is increasingly becoming the dominant means of communication, particularly in the developed and in some developing countries (Adebisi, 2008). In a developing country, ICT is one of the prime ingredients for development. This generally means improvement of people’s lifestyle through improved education, income, skills development and employment. Development should now also be viewed as a multidimensional process involving major changes in social structures, popular attitudes and a national progression of life from unsatisfactory to satisfactory (Servaes, 1999). Since one of the goals of education is to prepare students for work and citizenship, schools are attempting to change their policies, practices and a curriculum to meet the challenge of making pupils ready for a future quite different than the immediate past (Turker & Codding, 1998). The integration of ICT into the teaching and learning environment in secondary education in Port Elizabeth could change learning and teaching attitudes of learners and teachers and help to prepare them for future challenges. However, the success of this integration will depend on how the learners and teachers adapt to the changes and whether they can make ICT technologies part of their daily life. As it is, there is little or no information available regarding the extent of current ICT usage and access in these secondary schools. The research focuses on the availability, usage and the impact of ICT in education, particularly at a secondary school in the poverty-stricken area of Zwide in Port Elizabeth.
- Full Text:
- Date Issued: 2013
- Authors: Mahleza, Nomfundo
- Date: 2013
- Subjects: Educational technology -- South Africa -- Eastern Cape , Educational innovations -- Technological innovations -- South Africa -- Eastern Cape , Communication -- Technological innovations
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/6237 , vital:21058
- Description: Today’s society requires citizens to have a greater knowledge of information technology (IT) than in previous decades. Strategy programs at a national level define the skill needed in an information society and encourage people to learn these skills (Ministry of Education, 2004). In order for everybody to have the opportunity to learn the basics of the new technology, computer science should be included in general education. The development of technology, like Information and Communication Technology (ICT) has turned the world into a global village (Hashem, 2006). The key instrument in this globalisation is the personal computer. Computer–mediated communication is increasingly becoming the dominant means of communication, particularly in the developed and in some developing countries (Adebisi, 2008). In a developing country, ICT is one of the prime ingredients for development. This generally means improvement of people’s lifestyle through improved education, income, skills development and employment. Development should now also be viewed as a multidimensional process involving major changes in social structures, popular attitudes and a national progression of life from unsatisfactory to satisfactory (Servaes, 1999). Since one of the goals of education is to prepare students for work and citizenship, schools are attempting to change their policies, practices and a curriculum to meet the challenge of making pupils ready for a future quite different than the immediate past (Turker & Codding, 1998). The integration of ICT into the teaching and learning environment in secondary education in Port Elizabeth could change learning and teaching attitudes of learners and teachers and help to prepare them for future challenges. However, the success of this integration will depend on how the learners and teachers adapt to the changes and whether they can make ICT technologies part of their daily life. As it is, there is little or no information available regarding the extent of current ICT usage and access in these secondary schools. The research focuses on the availability, usage and the impact of ICT in education, particularly at a secondary school in the poverty-stricken area of Zwide in Port Elizabeth.
- Full Text:
- Date Issued: 2013
Effectiveness of ICT education in the Northern school area of Port Elizabeth
- Authors: Mooi, Alicia Tenjiswa
- Date: 2011
- Subjects: Educational technology -- South Africa -- Eastern Cape , Computer-assisted instruction -- South Africa -- Eastern Cape , Educational innovations -- Technological innovations -- South Africa -- Eastern Cape , Communication -- Technological innovations
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9049 , http://hdl.handle.net/10948/1605 , Educational technology -- South Africa -- Eastern Cape , Computer-assisted instruction -- South Africa -- Eastern Cape , Educational innovations -- Technological innovations -- South Africa -- Eastern Cape , Communication -- Technological innovations
- Description: The use of information communication technology in the 21st Century is very important. The skills and knowledge of using these technologies should start at high school level, as it is at this stage where learners are equipped for tertiary education and the business world. This study seeks to answer how much ICT is used at the average school in Port Elizabeth and how effective such use is. South Africa is one of the countries in the whole world that is still behind in using the new technology. Learners from high school still enter university with no knowledge of how to use a computer. This becomes a problem in the world of technology as almost everything is done using technology. It also becomes a big problem when learners look for jobs in the business world. An active learning theory has been used on the study because, if learners can learn and have access computer at school, life will be easy for both learners and teachers, there would be co-operation and discussion and the fast way of doing school work. For the purpose of the study a qualitative research method has been used to ensure that answers are received straight from, teachers and learners for evidence. It is therefore clear that there are schools in South Africa that still needs the attention of the government in terms of getting access to computers and to have professional teachers for teaching the subject. The government has a responsibility of making sure that all learners and teachers in high schools have access to computers and internet. This will improve the working and learning conditions of both parties involved.
- Full Text:
- Date Issued: 2011
- Authors: Mooi, Alicia Tenjiswa
- Date: 2011
- Subjects: Educational technology -- South Africa -- Eastern Cape , Computer-assisted instruction -- South Africa -- Eastern Cape , Educational innovations -- Technological innovations -- South Africa -- Eastern Cape , Communication -- Technological innovations
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9049 , http://hdl.handle.net/10948/1605 , Educational technology -- South Africa -- Eastern Cape , Computer-assisted instruction -- South Africa -- Eastern Cape , Educational innovations -- Technological innovations -- South Africa -- Eastern Cape , Communication -- Technological innovations
- Description: The use of information communication technology in the 21st Century is very important. The skills and knowledge of using these technologies should start at high school level, as it is at this stage where learners are equipped for tertiary education and the business world. This study seeks to answer how much ICT is used at the average school in Port Elizabeth and how effective such use is. South Africa is one of the countries in the whole world that is still behind in using the new technology. Learners from high school still enter university with no knowledge of how to use a computer. This becomes a problem in the world of technology as almost everything is done using technology. It also becomes a big problem when learners look for jobs in the business world. An active learning theory has been used on the study because, if learners can learn and have access computer at school, life will be easy for both learners and teachers, there would be co-operation and discussion and the fast way of doing school work. For the purpose of the study a qualitative research method has been used to ensure that answers are received straight from, teachers and learners for evidence. It is therefore clear that there are schools in South Africa that still needs the attention of the government in terms of getting access to computers and to have professional teachers for teaching the subject. The government has a responsibility of making sure that all learners and teachers in high schools have access to computers and internet. This will improve the working and learning conditions of both parties involved.
- Full Text:
- Date Issued: 2011
Implementation of computers in schools: a case study of five schools in the Makana and Somerset East districts
- Authors: Prince, Gilbert Leslie
- Date: 2007
- Subjects: Educational technology , Educational technology -- South Africa -- Eastern Cape , Education, Elementary -- Computer-assisted instruction , Computer-assisted instruction -- South Africa -- Eastern Cape , Computer managed instruction -- South Africa -- Eastern Cape , Internet in education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1562 , http://hdl.handle.net/10962/d1003444 , Educational technology , Educational technology -- South Africa -- Eastern Cape , Education, Elementary -- Computer-assisted instruction , Computer-assisted instruction -- South Africa -- Eastern Cape , Computer managed instruction -- South Africa -- Eastern Cape , Internet in education -- South Africa -- Eastern Cape
- Description: This case study attempts to explain the implementation of Information Communications Technology (ICT) in primary schools, specifically mentioning the integration of computers into the curriculum. To begin with, the implementation of ICT from an international perspective is explored and subsequently some international and African ICT policies in education are also identified and discussed. Nationally, ICT policies from four provinces in South Africa are examined and analyzed. Provincially, the ICT Projects Coordinator in the Eastern Cape Department of Education (ECDoE) was interviewed to obtain a provincial perspective of ICT in the Eastern Cape. From local schools’ perspective, four primary schools and one secondary school in the Makana and Somerset East Districts were visited and the ICT coordinators at these schools were interviewed. The results reveal that the previously disadvantaged (PD) schools were not utilizing their computers effectively. This is due to a number of factors, including a lack of funds to maintain the computers; unskilled or under skilled teachers in ICT; and under resourced computer facilities. The previously advantaged (PA) schools, on the other hand, have well-resourced computer laboratories, adequate maintenance plans as well as skilled teachers in ICT that enable these schools to effectively integrate the use of computers into the curriculum. Key words: Information communications technology, implementation, integration, previously advantaged, previously disadvantaged, curriculum, primary school, secondary school.
- Full Text:
- Date Issued: 2007
- Authors: Prince, Gilbert Leslie
- Date: 2007
- Subjects: Educational technology , Educational technology -- South Africa -- Eastern Cape , Education, Elementary -- Computer-assisted instruction , Computer-assisted instruction -- South Africa -- Eastern Cape , Computer managed instruction -- South Africa -- Eastern Cape , Internet in education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1562 , http://hdl.handle.net/10962/d1003444 , Educational technology , Educational technology -- South Africa -- Eastern Cape , Education, Elementary -- Computer-assisted instruction , Computer-assisted instruction -- South Africa -- Eastern Cape , Computer managed instruction -- South Africa -- Eastern Cape , Internet in education -- South Africa -- Eastern Cape
- Description: This case study attempts to explain the implementation of Information Communications Technology (ICT) in primary schools, specifically mentioning the integration of computers into the curriculum. To begin with, the implementation of ICT from an international perspective is explored and subsequently some international and African ICT policies in education are also identified and discussed. Nationally, ICT policies from four provinces in South Africa are examined and analyzed. Provincially, the ICT Projects Coordinator in the Eastern Cape Department of Education (ECDoE) was interviewed to obtain a provincial perspective of ICT in the Eastern Cape. From local schools’ perspective, four primary schools and one secondary school in the Makana and Somerset East Districts were visited and the ICT coordinators at these schools were interviewed. The results reveal that the previously disadvantaged (PD) schools were not utilizing their computers effectively. This is due to a number of factors, including a lack of funds to maintain the computers; unskilled or under skilled teachers in ICT; and under resourced computer facilities. The previously advantaged (PA) schools, on the other hand, have well-resourced computer laboratories, adequate maintenance plans as well as skilled teachers in ICT that enable these schools to effectively integrate the use of computers into the curriculum. Key words: Information communications technology, implementation, integration, previously advantaged, previously disadvantaged, curriculum, primary school, secondary school.
- Full Text:
- Date Issued: 2007
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