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Technological Pedagogical Content Knowledge (TPACK): investigating senior primary mathematics teachers’ integration of technology in the classroom in Okahao educational circuit

  • Authors: Shikesho, Hilya Ndahambelela
  • Date: 2024-04
  • Subjects: Technological Pedagogical Content Knowledge , Cultural-historical activity theory , Educational technology , Mathematics Study and teaching (Primary) Namibia Okahao , Mediated learning experience , Social interaction
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/423913 , vital:72104
  • Description: The overwhelming advancement of ICT devices in the contemporary Namibian education system has led to their praise for supporting differentiated instruction, fostering collaboration, and engaging multiple intelligences in teaching and learning. Consequently, the compulsory incorporation of ICTs into the teaching and learning process becomes imperative across various fields of study, including Mathematics. However, the integration of technology-based teaching proves to be a complex and challenging issue, often considered a wicked problem. To explore this matter, a qualitative case study was conducted to investigate how Senior Primary Mathematics Teachers integrated technology to develop their TPACK. The study was conducted among the twenty-seven senior primary mathematics teachers in the Okahao educational circuit in the Omuasti region. The study utilized Vygotsky‘s (1978); Socio-cultural Theory, together with Mishra and Koehler (2006), and; the Technological Pedagogical Content Knowledge (TPACK) framework was used as a lens to analyse the data. The data were gathered through semi-structured questionnaires, semi-structured interviews, focus group interviews, and lesson observations. The study findings indicate that senior primary mathematics teachers utilize the available resources at their respective schools during their classroom instruction. The study further reveals that mathematics teachers exhibit a positive attitude toward the integration of technology. The study uncovers the intricate interplay between technological knowledge, pedagogical expertise, and content knowledge within the context of mathematics education. The findings reveal that while participants demonstrate a high level of proficiency in certain TPACK components such as CK, TK, PK, TPK, and PCK, they expressed a moderate level of expertise in TCK and TPCK. The study also identified challenges in TPACK development, particularly the need for subject specific technology training, lack of technological infrastructure, particularly advanced technology, as well as a deficiency in ICT knowledge. The importance of access to various technologies was emphasized, enabling teachers to seamlessly integrate technology into their practices and address diverse learning styles. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
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Being for others : critical reflections on the stranger, the estranged and the self in participatory art

  • Authors: Munro, Samantha Fawn
  • Date: 2015
  • Subjects: Self , Identity (Philosophical concept) in art , Alienation (Philosophy) , Interactive art , Art appreciation , Art exhibition audiences , Interactive art -- Themes, motives , Social interaction
  • Language: English
  • Type: Thesis , Masters , MFA
  • Identifier: vital:2507 , http://hdl.handle.net/10962/d1017771
  • Description: By referring to established concepts and theories which contemplate our experiences in relation to others and space, this thesis examines the interactions and responses of an audience during various participatory artworks. I draw upon Jean-Paul Sartre’s Being and Nothingness and Elizabeth Grosz’ Architecture From The Outside: Essays on Virtual and Real Space in order to understand our interactions with other people, our interactions inside an environment, and the objects and ceremonies we use during these interactions. I align these experiences with the methods which are employed to anticipate and create the interactions between an audience and a participatory artwork. Our daily interactions can be considered a frame that an artist shapes for their represented situation to allow, provide and guide an audience towards their possibilities for movements and actions within a participatory artwork. The interactions that occur in participatory art are done in relation to others and include groups of people interacting with each other rather than an individual disembodied experience. I refer to Claire Bishop in her book, Artificial Hells, and Nicolas Bourriaud in Relational Aesthetics in order to define participatory art. In defining participatory art I focus on the idea that participation is a social activity without which the artwork does not function or exist. I unravel Brett Bailey’s Exhibit A, Anthea Moys Anthea Moys vs The City of Grahamstown and Christian Boltanski’s Personnes in terms of the frame they use to construct participation and interaction. I refer to my own exhibition Ineffaceable as an exploration of these frames which encourage participation. The inside and the outside are a constant theme throughout this thesis and my exhibition. This thematic re-emerges in relation to a number of opposing and fluctuating dynamics: the self and the other; the object and the subject; familiarity and strangeness; the participator and the spectator; the immersive and the disembodied; and the artwork and the audience. Participatory art has not been sufficiently explored particularly in South Africa with South African case studies and particularly from a practical standpoint that includes methodologies for creating participation. This thesis hopes to enrich and contribute to the contemplations on participatory art by focusing on our interactions with others.
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Interaction and transaction: a study of conciliar behaviour in a Black South African township

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