Information Communication Technologies (ICTs) play an important role in reforming education. The purpose of the study was to describe the management challenges and the type of management approach that developed during the implementation of an ICT network, and what possible contribution the lessons learnt from this case study could make towards management theory. In April 2008 an interactive whiteboard (IWB) network was established in an Mpumalanga town, with one of the province’s foremost schools being partnered with five disadvantaged schools. The management challenges in this network required an approach that deviated from the traditional line-function approach. This study explores the paradigm shift from a mechanistic management view to an organic or distributed model and matrix design. This is a qualitative descriptive case study. I described the reality through the eyes of the participants and the context of the study from my own specific perspective. The intervention established the project as a case: a small geographical area and a small number of individuals chosen. I did a content analysis of my semi-structured interviews, documents and field notes. I arranged the data in different codes and families in Atlas.ti and described the patterns in the data. Findings indicated a difference between the management challenges of the rural schools and the leading school. The management approach was identified as a systems management approach. A balanced matrix management model developed in the leading school, but in the rural schools teachers still reported hierarchically to their HODs and principals. They also reported horizontally to the project manager, administrative officer and HODs of the leading school in their subject groups. This study contributes to current management theory through the description of the matrix model that developed in the leading school, as well as the discussion of the management procedures in the rural schools, and the special roles of the SGBs, principals, project manager, administrative officer and HODs. / Thesis (PhD)--University of Pretoria, 2015. / Science, Mathematics and Technology Education / Unrestricted

The aim of this study is to explore the perceptions of Mathematics teachers using Information and Communications Technology (ICT) as educational tool in their classrooms. This study focuses on the Mathematics teachers’ 21st century-oriented pedagogical practices that propagate learning outcomes that are considered essential for all learners to prosper in this ever-changing and demanding information society. The learning competencies considered are termed lifelong competencies as they transcend the classroom and school environment and can thus be used to solve authentic problems in day-to-day life. The development of these learning competencies, especially by using ICT, has become vital in equipping learners with the necessary skills to become confident citizens in this globalised world. The role the teacher plays is increasingly acknowledged as having a major impact on this process. An essential assumption of this study is that learning activities facilitated by teachers utilising ICT efficiently and effectively as an educational tool have the potential of enhancing the quality of learning competencies. Moreover, as the role of the teacher in these activities is highly important, the teacher’s characteristics and background have the potential to determine the overall success of the learners. Using the underlying principles of Activity Theory and the conceptual framework of SITES 2006 this study investigates the relationship between these three components, i.e. ICT integration, learning competencies, and teacher background and characteristics. The intricate relationships that exist among these three components are investigated in this study in the context of Mathematics education. This is a secondary data analysis study that utilises data from the SITES 2006 South African Mathematics teachers’ questionnaire. Only Mathematics teachers who indicated using ICT as an educational tool in the discovery of Mathematics principles and concepts were considered. Using Spearman’s correlation coefficient, the data was analysed to determine the strength of the relationships among the variables. Findings of the study suggest that certain teacher characteristics do indeed influence the probability of teachers developing certain learning competencies in learners. Moreover, the findings indicate that a number of the learning competencies investigated in this study are not as readily attained as others. / Dissertation (MEd)--University of Pretoria, 2013. / gm2013 / Science, Mathematics and Technology Education / unrestricted

This study investigated the implementation of computer-assisted education in the outcomes-based education system at Sterling Primary School in East London. A literature study was done on constructivism on which outcomes based education is based. The literature review also focused on computer-integrated education. The integration of computer-assisted education at Sterling Primary School was appraised with the help of the Evolutionary Model developed by Miller (1997). It was observed that the educators and learners at this school were trying to integrate computers into their teaching and learning process. Although this study focussed on the Intermediate Phase, it could provide a basis for further study in the field of computer-assisted education in Senior, and Further Education and Training Phases throughout the Republic of South Africa. / Dissertation (MEd (Computer-Assisted Education))--University of Pretoria, 2006. / Curriculum Studies / unrestricted