M.Ed. / The advent of computers and information technology in society has generally contributed to the rethinking of a range of the practices in the education system. Today’s students live in an increasingly complex technological world, and there has been an increase of the importance of technology in the world. The importance of computers in business and the society cannot be overemphasized and there is much need to incorporate them into the school curriculum to assist learners with expected skills. The effect of the global economy has influenced the importance of Information Technology in education. The main purpose of this study was to evaluate the integration of computers in a selected rural South African secondary school in the Limpopo Province, situated in the Mopani District, one of the six in the province. Qualitative research approach is used in this study and the research method is a case study method. Data collection techniques for this study were done by means of interviews, observations, conversations and questionnaires. The research findings in this study indicated that learners and educators alike at the selected school are aware of the benefits of computers in education in general. Learners are aware that possessing computer skills might assist them one way or another when they search for employment after they finish their school. However it emerged that they are not provided with adequate opportunities to be able to acquire the necessary skills. Among the factors that emerged as obstacles to computer integration at the selected school were lack of teacher development, lack of government support, shortage of funds and skilled staff. Teacher training emerged as the most important aspect to be addressed because teachers play an important role in the education of learners. Continuous educator development should be a priority of the department of education. It is further recommended that there should be a way to look at the feasibility of policy frameworks.

M.Ed. / South Africa is known as the rainbow nation, therefore it is important to be able to communicate with one another in order to understand each other. A second language is therefore necessary to acquire and the second language teacher at a South African high school plays an important role in this process. The computer has become a part of our everyday life. It has found a place in the business world and more and more people are becoming aware of the computer as a helping aid. Educational authorities are also aware of the computer as a helping aid, especially with administrative work. It can also be used in the classroom. The young people of today grow up in a technological era and the computer is something that they are very familiar with. It has been proven by research that the computer can be utilized in the classroom, but only if it is used effectively. The main aim of this study is to show how CM (computer-assisted instruction) can be used in the teaching of Afrikaans as a second language, and that CM complements the communicative approach. A further aim is that CAI can be a helping aid for the teacher in the communicative Afrikaans classroom. In order to find an objective answer, it is necessary to do a literature study regarding how first and second languages are acquired. A literature study regarding the four most common CAI approaches has been conducted, namely: Drill and practice Games and simulation Problem solving Tutorials A short discussion regarding the word processor, database and spreadsheet has also been included. Different methods or approaches regarding teaching a second language have been used over the years. This study follows the Communicative Language approach. It focuses on learners and learners' skills. Co-operative learning works hand in hand with the communicative approach. Working in groups helps learners to learn to work together and communicate in the target language. The teacher needs to create opportunities for the learner to communicate and the computer can be used to do this. One of the advantges of CAI is that it can motivate learners if the computer is used properly. Certain problems in teaching a second language have been highlighted and discussed. The problems are: Quality of teaching Method of teaching First language influence Attitudes (teacher and learner) Number of learners in class There are some limitations concerning computers in classrooms. Most of the teachers in the teaching profession did not grow up with computers and are therefore hesitant about using them. They may also be unaware of the possibilities for using computers in the classroom. Examples of how the computers can be used in an Afrikaans second language classroom have been presented. Different exercises of drill and practice, problem-solving, simulation, games and tutorials are discussed. The following finding resulted from this study: The potential of the computer in the language classroom has not yet been discovered. Programmes are limited for Afrikaans. Computers motivate learners if they are used correctly and if learners feel that they are learning something. Learners become active participants and not only passive listeners. The teacher's role in the language class is still important; it is one of a facilitator, helper and a coach. The computer cannot take over the role of the teacher. The following conclusions can be made: The computer can be an effective helping aid for the second language teacher in his/ her complex task. The computer can provide opportunities for groupwork, which is important in the communicative approach. In order to successfully implement computer-aided instruction programmes in second language classrooms, it is recommended that: Teachers should try computer usage in their classrooms as one method that can help the learner as well as the teacher. In-service training programmes should be implemented. These programmes should keep the teachers up to date with the latest technological developments. Programmes should be developed with the help of the Department of Education. It can be said with certainty that the computer has an important place in the second language classroom.

Many students are entering colleges and universities in the United States underprepared in mathematics. National statistics indicate that only approximately one-third of students in developmental mathematics courses pass. When underprepared students repeatedly enroll in courses that do not count toward their degree, it costs them money and delays graduation. This study investigated a possible solution to this problem: Whether using a particular computer assisted learning strategy combined with using mastery learning techniques improved the overall performance of students in a developmental mathematics course. Participants received one of three teaching strategies: (a) group A was taught using traditional instruction with mastery learning supplemented with computer assisted instruction, (b) group B was taught using traditional instruction supplemented with computer assisted instruction in the absence of mastery learning and, (c) group C was taught using traditional instruction without mastery learning or computer assisted instruction. Participants were students in MAT1033, a developmental mathematics course at a large public 4-year college. An analysis of covariance using participants’ pretest scores as the covariate tested the null hypothesis that there was no significant difference in the adjusted mean final examination scores among the three groups. Group A participants had significantly higher adjusted mean posttest score than did group C participants. A chi-square test tested the null hypothesis that there were no significant differences in the proportions of students who passed MAT1033 among the treatment groups. It was found that there was a significant difference in the proportion of students who passed among all three groups, with those in group A having the highest pass rate and those in group C the lowest. A discriminant factor analysis revealed that time on task correctly predicted the passing status of 89% of the participants. It was concluded that the most efficacious strategy for teaching developmental mathematics was through the use of mastery learning supplemented by computer-assisted instruction. In addition, it was noted that time on task was a strong predictor of academic success over and above the predictive ability of a measure of previous knowledge of mathematics.

No description available.

No description available.

No description available.

No description available.

No description available.

The purpose of this study was to investigate the evidence base for using computer-assisted instruction (CAI) to improve the reading comprehension of students with learning disabilities (LD). Twelve peer-reviewed studies (seven comparison group studies, five single-case studies) met selection criteria and were evaluated according to the relevant What Works Clearinghouse (WWC) procedures and standards. Results showed that seven studies (five comparison group and two single-case studies) met WWC standards with or without reservations. Key instructional features employed in CAI studies meeting the WWC standards without reservations included practice opportunities, self-correction and immediate corrective feedback, teacher-directed instruction, and contingencies for enhancing student motivation and engagement. Implications for future research and suggestions for using quality indicators to improve the rigor of future CAI investigations are discussed.

Bibliography: pages 222-229. / The number of pupils with learning disabilities is on the increase and effective ways of attempting to remediate such pupils are always being sought. Current technology has presented remedial teachers with a potentially dynamic aid in the form of the microcomputer. Many of the attributes of computer-aided learning closely parallel the principles of remedial teaching and to this end it was attempted to establish the role of the microcomputer in remedial education. An in-depth study of the literature was undertaken. In the practical sphere, a survey was conducted to obtain the views of practicing remedial teachers as well as to establish the extent of applications in schools. Learning disabled pupils were observed interacting with microcomputers. The study revealed that the prognosis for embracing microcomputers in remedial education is encouraging. Applications exist for diagnosis and prescription of specific deficits as well as for prescribing the microcomputer in the sphere of general educational development of learning disabled pupils. Further applications for administrative and management purposes have reached-an advanced stage of development. With the development of appropriate software and proper "teacher education" the microcomputer has the potential to become a dynamic educational aid for the learning disabled; especially because of its motivational and user-friendly nature.