Assessing rural senior primary school natural science teachers’ TPACK: a case study
- Authors: Silvanus, Secilia Tulikefo
- Date: 2024-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423902 , vital:72103
- Description: In today's world, technology has changed how people live and behave. The influence of technology contemplates a similar change in the education processes of teaching and learning. Many governments worldwide invest hugely in providing technological tools and facilities and training teachers to improve teaching and learning. The availability and access to technologies in schools seem to offer teachers opportunities to develop technological knowledge and integrate technology into teaching. Literature indicates that teachers must possess technological pedagogical content knowledge (TPACK) to integrate technology into teaching and learning processes effectively. However, other scholars have also suggested that teachers' TPACK develops and is shaped by many contexts. This study, therefore, sought to assess the rural senior primary Natural science teachers' TPACK. This qualitative case study was conducted with senior primary Natural science teachers in the educational circuit of Endola. An interpretive paradigm underpinned the study. The study employed semi-structured questionnaires, semi-structured interviews, focus group interviews, and observation to collect the data. The study used the TPACK as a theoretical and analytical framework. The study results showed that participants had a firmer grasp of subject content (CK) and traditional teaching methods (Pedagogical Knowledge - PK and Pedagogical Content Knowledge - PCK) compared to technological knowledge (TK) and technology-based pedagogies (Technological Pedagogical Knowledge - TPK, Technological Content Knowledge - TCK, and Technological Pedagogical Content Knowledge (TPCK). Findings support that the participants draw upon sources of Technological Pedagogical Content Knowledge (TPACK) closely aligned with Content Knowledge (CK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK) to integrate technology. The study included inadequate professional development, teachers' attitudes, insufficient hardware and internet connectivity, limited technological knowledge, time constraints, and restricted access to technology tools and resources as obstacles for teachers attempting to incorporate technology into their classrooms effectively. Furthermore, the data highlights ICT training and teachers' interest as enablers that motivated participants to integrate technology into their teaching practices. Therefore, the study recommends professional development programs focusing on providing science teachers with practical skills to utilise different technologies and address common technical issues. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Silvanus, Secilia Tulikefo
- Date: 2024-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423902 , vital:72103
- Description: In today's world, technology has changed how people live and behave. The influence of technology contemplates a similar change in the education processes of teaching and learning. Many governments worldwide invest hugely in providing technological tools and facilities and training teachers to improve teaching and learning. The availability and access to technologies in schools seem to offer teachers opportunities to develop technological knowledge and integrate technology into teaching. Literature indicates that teachers must possess technological pedagogical content knowledge (TPACK) to integrate technology into teaching and learning processes effectively. However, other scholars have also suggested that teachers' TPACK develops and is shaped by many contexts. This study, therefore, sought to assess the rural senior primary Natural science teachers' TPACK. This qualitative case study was conducted with senior primary Natural science teachers in the educational circuit of Endola. An interpretive paradigm underpinned the study. The study employed semi-structured questionnaires, semi-structured interviews, focus group interviews, and observation to collect the data. The study used the TPACK as a theoretical and analytical framework. The study results showed that participants had a firmer grasp of subject content (CK) and traditional teaching methods (Pedagogical Knowledge - PK and Pedagogical Content Knowledge - PCK) compared to technological knowledge (TK) and technology-based pedagogies (Technological Pedagogical Knowledge - TPK, Technological Content Knowledge - TCK, and Technological Pedagogical Content Knowledge (TPCK). Findings support that the participants draw upon sources of Technological Pedagogical Content Knowledge (TPACK) closely aligned with Content Knowledge (CK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK) to integrate technology. The study included inadequate professional development, teachers' attitudes, insufficient hardware and internet connectivity, limited technological knowledge, time constraints, and restricted access to technology tools and resources as obstacles for teachers attempting to incorporate technology into their classrooms effectively. Furthermore, the data highlights ICT training and teachers' interest as enablers that motivated participants to integrate technology into their teaching practices. Therefore, the study recommends professional development programs focusing on providing science teachers with practical skills to utilise different technologies and address common technical issues. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
Exploring senior phase teachers’ use of kahoot! Gamification as a formative assessment tool to scaffold mathematical understanding
- Authors: Balele, Silence
- Date: 2024-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423891 , vital:72102
- Description: In South Africa, digital technology, particularly gamification, continues to become an important teaching and learning tool. Its importance lies in scaffolding mathematical understanding, improving the quality of assessment, and developing twenty-first-century technological skills for effective mathematics assessment. To explore this importance, senior phase mathematics teachers are encouraged to adopt gamification technology such as Kahoot! in assessment. The study adopted a case study research design with a interpretivist research paradigm, as this method allows detailed exploration and understanding of a specific context through a close connection with the participants. Data was collected using semi-structured questionnaires, focus group interviews, non-participant observations, and reflective journals. The research involved ten purposively selected senior-phase mathematics teachers from two schools in the Sarah Baartman District, Eastern Cape Province, South Africa. The study drew upon Vygoysky's Sociocultural Theory for its theoretical framework, while the Technological, Pedagogical, and Content Knowledge was used for analysis. The data analysis pursued an inductive approach. Adopting a thematic analysis included coding participant responses, organizing codes into concepts and categories, and developing a theoretical framework from the resultant categories. A four-phase process was involved: coding, conceptualizing, categorizing, and theorizing, was employed. This process and using NVivo software for data organization and management helped identify patterns, themes, and significant concerns surrounding the study's core subject. The findings from the study were as follows: Firstly, it was revealed that most teachers have a positive perception and attitude towards using Kahoot! for formative assessment, believing that it enhances teaching and learning quality. However, they showed scepticism due to insufficient Information and Communication Technologies knowledge and training. Second, teachers' pedagogical and technological experiences were predominantly enjoyable. Kahoot! was accepted as beneficial for promoting collaboration, interaction, and immediate feedback. Third, the study identified enabling and constraining factors in using Kahoot! for formative assessment. The enabling factors include Kahoot!, which was convenient and accessible, promoted immediate feedback and fostered collaboration and interaction. The constraining factors include Information and Communication Technologies and network interference, which posed limitations. The research concluded that Kahoot! as a platform for formative assessment indeed scaffold mathematical understanding. The study recommends increasing teachers' access to educational technology, incorporating continuous professional development programs, providing subject-specific training, and encouraging teachers to adapt to emerging technologies. The study also provided recommendations for future research to explore learner perceptions, employ a mixed methods approach to help quantify learner performance and investigate the pedagogical and technological experiences of senior phase mathematics teachers regarding formative assessment. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Balele, Silence
- Date: 2024-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423891 , vital:72102
- Description: In South Africa, digital technology, particularly gamification, continues to become an important teaching and learning tool. Its importance lies in scaffolding mathematical understanding, improving the quality of assessment, and developing twenty-first-century technological skills for effective mathematics assessment. To explore this importance, senior phase mathematics teachers are encouraged to adopt gamification technology such as Kahoot! in assessment. The study adopted a case study research design with a interpretivist research paradigm, as this method allows detailed exploration and understanding of a specific context through a close connection with the participants. Data was collected using semi-structured questionnaires, focus group interviews, non-participant observations, and reflective journals. The research involved ten purposively selected senior-phase mathematics teachers from two schools in the Sarah Baartman District, Eastern Cape Province, South Africa. The study drew upon Vygoysky's Sociocultural Theory for its theoretical framework, while the Technological, Pedagogical, and Content Knowledge was used for analysis. The data analysis pursued an inductive approach. Adopting a thematic analysis included coding participant responses, organizing codes into concepts and categories, and developing a theoretical framework from the resultant categories. A four-phase process was involved: coding, conceptualizing, categorizing, and theorizing, was employed. This process and using NVivo software for data organization and management helped identify patterns, themes, and significant concerns surrounding the study's core subject. The findings from the study were as follows: Firstly, it was revealed that most teachers have a positive perception and attitude towards using Kahoot! for formative assessment, believing that it enhances teaching and learning quality. However, they showed scepticism due to insufficient Information and Communication Technologies knowledge and training. Second, teachers' pedagogical and technological experiences were predominantly enjoyable. Kahoot! was accepted as beneficial for promoting collaboration, interaction, and immediate feedback. Third, the study identified enabling and constraining factors in using Kahoot! for formative assessment. The enabling factors include Kahoot!, which was convenient and accessible, promoted immediate feedback and fostered collaboration and interaction. The constraining factors include Information and Communication Technologies and network interference, which posed limitations. The research concluded that Kahoot! as a platform for formative assessment indeed scaffold mathematical understanding. The study recommends increasing teachers' access to educational technology, incorporating continuous professional development programs, providing subject-specific training, and encouraging teachers to adapt to emerging technologies. The study also provided recommendations for future research to explore learner perceptions, employ a mixed methods approach to help quantify learner performance and investigate the pedagogical and technological experiences of senior phase mathematics teachers regarding formative assessment. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
Relationship Management in All-Boys’ Fee-paying Public Schools in the Eastern Cape, South Africa : Experiences and Perspectives of LGBTQ Alumni
- Authors: Mahlangu, Nhlakanipho
- Date: 2024-04
- Subjects: Gay men , Teenage boys , Public schools -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/62237 , vital:72364
- Description: This study explores the perspectives and experiences of LGBTQ alumni of all-boys’ schools in the Eastern Cape. The context of increased competition between schools in the education sector and the importance of inclusion within the sector necessitated a study to investigate the extent to which relationship management is conducted with an orientation towards LGBTQ inclusion in all-boys’ schools in the Eastern Cape. Student protests in South Africa over the past 10 years have expanded concerns about student belonging beyond the widely studied lenses of race and class. A growing body of literature and wider discourse emphasises student belonging as a challenge in the South African education sector. Marginalised students continue to experience educational spaces negatively. LGBTQ student experiences in the South Africa are characterised by violence and ostracisation, thus warranting further investigation and inquiry. The study locates itself in the intersections between gender and sexual diversity and economic citizenship in the broader discourse of school inclusivity. A qualitative research approach was employed, making use of semi-structured, in-depth individual interviews. The sample was derived from alumni of all-boys’ schools in the Eastern Cape through snowball sampling. Ten LGBTQ-identifying alumni of boys’ schools in the Eastern Cape were interviewed. The findings reveal the need to question the extent to which LGBTQ alumni can enjoy the fullness of the value proposition of all-boys’ schools, and what can be done to ensure LGBTQ belonging. The findings of this study concur with existing literature about LGBTQ experiences. Participants defined their school experiences as exclusionary and characterised by fear of failing to assert themselves in a hypermasculine school environment. LGBTQ alumni of all-boys’ schools in the Eastern Cape view relationship management as under-utilised as a tool to facilitate LGBTQ belonging. Instead, relationship management is used to affirm those who fit the mould of the quintessential ‘old boy’ network, by defining the masculine behaviours that learners in all-boys’ schools are compelled to aspire towards. v ABSTRACT The findings illustrate that the culture of silence around non-confirming sexuality is sustained in the post-schooling relationship management life-cycle and results in the absence of the LGBTQ customer voice in the drafting of school strategy and policy. LGBTQ alumni who speak out about controversial issues often face admonition from their former teachers and peers. LGBTQ alumni criticise the relationship management of their former schools for the over-emphasis on fundraising and the complete absence of discussions on diversity. LGBTQ alumni are therefore marginalised in the process of value co-creation, as LGBTQ alumni feel they will never be viewed as legitimate collaborators by their former schools. The suggested recommendations emerging from this study include the need to codify school policies that speak specifically to LGBTQ marginalisation. Furthermore, schools must endeavour to make specific enquiries into LGBTQ student experiences and include LGBTQ concerns in wider school discourse. , Thesis (Ma) -- Faculty of Business and Economic Sciences, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Mahlangu, Nhlakanipho
- Date: 2024-04
- Subjects: Gay men , Teenage boys , Public schools -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/62237 , vital:72364
- Description: This study explores the perspectives and experiences of LGBTQ alumni of all-boys’ schools in the Eastern Cape. The context of increased competition between schools in the education sector and the importance of inclusion within the sector necessitated a study to investigate the extent to which relationship management is conducted with an orientation towards LGBTQ inclusion in all-boys’ schools in the Eastern Cape. Student protests in South Africa over the past 10 years have expanded concerns about student belonging beyond the widely studied lenses of race and class. A growing body of literature and wider discourse emphasises student belonging as a challenge in the South African education sector. Marginalised students continue to experience educational spaces negatively. LGBTQ student experiences in the South Africa are characterised by violence and ostracisation, thus warranting further investigation and inquiry. The study locates itself in the intersections between gender and sexual diversity and economic citizenship in the broader discourse of school inclusivity. A qualitative research approach was employed, making use of semi-structured, in-depth individual interviews. The sample was derived from alumni of all-boys’ schools in the Eastern Cape through snowball sampling. Ten LGBTQ-identifying alumni of boys’ schools in the Eastern Cape were interviewed. The findings reveal the need to question the extent to which LGBTQ alumni can enjoy the fullness of the value proposition of all-boys’ schools, and what can be done to ensure LGBTQ belonging. The findings of this study concur with existing literature about LGBTQ experiences. Participants defined their school experiences as exclusionary and characterised by fear of failing to assert themselves in a hypermasculine school environment. LGBTQ alumni of all-boys’ schools in the Eastern Cape view relationship management as under-utilised as a tool to facilitate LGBTQ belonging. Instead, relationship management is used to affirm those who fit the mould of the quintessential ‘old boy’ network, by defining the masculine behaviours that learners in all-boys’ schools are compelled to aspire towards. v ABSTRACT The findings illustrate that the culture of silence around non-confirming sexuality is sustained in the post-schooling relationship management life-cycle and results in the absence of the LGBTQ customer voice in the drafting of school strategy and policy. LGBTQ alumni who speak out about controversial issues often face admonition from their former teachers and peers. LGBTQ alumni criticise the relationship management of their former schools for the over-emphasis on fundraising and the complete absence of discussions on diversity. LGBTQ alumni are therefore marginalised in the process of value co-creation, as LGBTQ alumni feel they will never be viewed as legitimate collaborators by their former schools. The suggested recommendations emerging from this study include the need to codify school policies that speak specifically to LGBTQ marginalisation. Furthermore, schools must endeavour to make specific enquiries into LGBTQ student experiences and include LGBTQ concerns in wider school discourse. , Thesis (Ma) -- Faculty of Business and Economic Sciences, 2024
- Full Text:
- Date Issued: 2024-04
Technological Pedagogical Content Knowledge (TPACK): investigating senior primary mathematics teachers’ integration of technology in the classroom in Okahao educational circuit
- Shikesho, Hilya Ndahambelela
- Authors: Shikesho, Hilya Ndahambelela
- Date: 2024-04
- Subjects: Uncatalogued
- 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
- Full Text:
- Date Issued: 2024-04
- Authors: Shikesho, Hilya Ndahambelela
- Date: 2024-04
- Subjects: Uncatalogued
- 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
- Full Text:
- Date Issued: 2024-04
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