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Typescript (photocopy). / Digitized by Kansas Correctional Industries

Submitted in fulfillment of the requirements of the Degree of Master of Technology: Management, Durban University of Technology, 2011. / The purpose of the study was to investigate the effectiveness of computer-aided teaching on the quality of learning data handling in mathematics in grade seven. The rationale for this study was based on the information that, preceding the introduction of curriculum 2005 in South African schools, statistics education received little or no formal importance. At tertiary institutions in South Africa and in many other countries, very few learners choose to major in statistics. Coupled with this was that the effective integration of technology into the teaching and learning of mathematics remains one of the crucial challenges facing mathematics, which has been slow to respond to technological innovation. A review of the literature provided the basis for the study of grade seven learners to determine the use of technology in data handling, their views on the use of computers in mathematics and the effect of computers on the achievement of the set mathematics goals. Responses to the questionnaire, interview and the test scores as well as factors identified in the literature, are used to catalogue the effectiveness of integrating technology in mathematics. The study identified three defining characteristics, each with a number of associated elements. The first being that learners who engaged in technology activities in mathematics have shown a greater conceptual understanding of mathematics as indicated in the pre-test and post-test scores. The second was that technology intensive instruction through the use of the Excel tool helped learners to gain a better understanding of data handling concepts. Thirdly, research result of this study showed that integrating technology into mathematics instruction can be a positive influence on mathematics learning as evident in the interview as well as the test scores. The study concludes that effective integration of technology in mathematics requires recognition and comprehensive attention. This will provide effective quality learning in mathematics education. / National Research Foundation

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

The purpose of this study was to assess the effectiveness of computer-assisted instruction (CAI) as a method of delivery. Student attitude toward method of instruction was examined. Additionally, the amount of study time required by the students was observed.

The purpose of this study was to evaluate empirically the effectiveness of the new online career workshop titled "Ex-Scape" based on career knowledge and skill outcomes. Although numerous studies have been conducted on distance education classes in various disciplines, little research was found on the effectiveness of web-based learning in career development courses. Quantitative methods were used to determine a numerical score. Pre- and posttests were calculated and recorded in SPSS 11.5 and paired t-tests determined whether or not there was significant difference in the scores between the pre- and posttests. Qualitative methods were used through course evaluations and focus groups to record student comments of their experience with the online course. Results revealed that the online method of instruction was effective based on career knowledge and skill outcomes. Recommendations for further research include continuation of future research on the outcome success of online career development courses; utilization of a broader approach to research to include variables such as students' preferred learning styles, motivational factors, cost factors, and students' computer expertise; and collection and critique of post-resumes to follow up on students' impressions of their skills. / xi, 108 leaves ; 28 cm.

M.Ed. / Information and communications technology (ICT) has an impact on every aspect of our lives. Using ICT has required the development of new knowledge and skills, which also has an impact on facilitators and learners who need many new skills to learn, work and adapt to the ever-changing world. Therefore, successful technology integration into teaching and learning requires learners to have access to an appropriate range of tools and the abilities to analyse, synthesise and present information. Hence, technology integration should be an essential part of an organisation’s learning culture. While ICT has been part of education for over 10 years, its use in teaching and learning, both in educational and corporate environments, often perpetuates instructivist models of education, rather than supporting social tool-mediated knowledge construction. The purpose of this research was to gain an understanding of learning technologies as a tool to design, develop and deliver learning interventions within a corporate environment. The study makes use of an acquisition-participation-contribution framework, which is part of cultural historical activity theory, in order to determine how the Training Department at Discovery has designed and delivered learning and to evaluate learner expectations. This case study made use of quantitative and qualitative research methodologies. The first phase involved the analysis of the organisation’s documents and reports on the strategies deployed within the company. During this phase, the organisation’s annual report, learning strategies, learning technologies strategy and the annual training report were reviewed and analysed. In the second phase of data collection, questionnaires were conducted on 82 participants, who included learners, facilitators and training managers from all business entities within the company. The first part of the questionnaire asked demographical information and the second part was made up of 27 statements relating to the acquisition, participant and contribution framework. These data were analysed statistically to determine how participants rated the importance of each statement in its current state and how they would like to experience it in the future. The last phase of the data collection involved three focus group sessions. Participants in the focus group sessions were from the head office in Johannesburg and a branch in Cape Town. The questions asked in the focus group sessions were designed with the aim of getting a better understanding of the differences in learning expectations of both the Training Department and learners. These data were analysed deductively against the acquisition, participant and contribution framework. Results from both the qualitative and quantitative investigations found differences in what learners want and what the Training Department actually delivered. The results from the questionnaire and focus groups clearly indicated that learners want to experience learning interventions that are social and collaborative in nature. They want to be able to contribute to the learning process. However, the Training Department designed and delivered learning interventions that focused on the distribution and acquisition of knowledge. These results suggest that in corporate environments, the department responsible for the professional development of employees needs to understand the needs of staff better and that learning is not the consumption of information, but is concerned with knowledge production to support individual and collective transformation.