The purpose of this study was to investigate what the EGD teacher needed in order to facilitate the successful implementation of CAD as an education tool into the EGD classroom. The researcher aimed to understand how teachers perceive CAD with regard to its usefulness and ease of use in an EGD class. The primary research question was as follows: What is needed to facilitate the implementation of CAD into the EGD classroom? The secondary research questions were: ? What are the barriers that prevent teachers from implementing CAD in their EGD classes? ? What lessons can be learnt from those schools where CAD has already been implemented? In the literature, the researcher looked at EGD as a subject presented in high school as well as the early roots of CAD. The external factors influencing the implementation of ICT in the classroom and the importance of CAD as a teaching tool were explored throughout the study. The theoretical framework used to support this study was the Technology Acceptance Model (TAM). The research approach towards this study was qualitative by nature and followed a multiple-case study design (Yin, 2003). The participants of the study were identified through a convenient-purposive sampling method. The researcher analysed data through an interpretivist point of view. The data analysis was done through the use of thematic analysis methods. / Dissertation (MEd)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / MEd / Unrestricted

The South African education system has been evolving since the country became democratic in 1994 and a number of curriculum reforms have been introduced within a short space of time. These reforms revolve around power and control and therefore, Bernstein’s concepts of classification and framing form the conceptual framework for this study. This study attempts to give a picture of what is currently happening in schools pertaining to the implementation of the grade 10 Life Sciences (LS), Business Studies (BS), and Engineering Graphics and Design (EGD) Curriculum and Assessment Policy Statement (CAPS). The dual aim of this study was to find out educators’ understanding and interpretation of the CAPS that can be observed in their teaching practice and to establish how decisions on subject content (selection, sequencing and pacing) are made. Also of importance was to determine whether educators view and treat their subject as unique or as similar to other subjects. The study used a qualitative approach, using case study design. Observations were used as the main method for data construction. Four LS, BS and EGD educators from four different schools were observed teaching the same class for five consecutive lessons. Thereafter, these educators were interviewed. For triangulation purposes, learners and the subject advisor were participants in this thesis. For this purpose a group of ten randomly selected learners from observed classes per subject and school were requested to complete a questionnaire and the LS, BS and EGD subject advisors were interviewed. The subject advisors insisted that educators follow the CAPS so that learners would be able to write common assessment tasks at the end of each term. Although educators claimed that they were following the CAPS regarding content selection, sequencing and pacing, observations showed that educators were not following the CAPS document. The findings suggest that well coordinated interventions are required to support and monitor educators’ practice. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The South African education system has been evolving since the country became democratic in 1994 and a number of curriculum reforms have been introduced within a short space of time. These reforms revolve around power and control and therefore, Bernstein’s concepts of classification and framing form the conceptual framework for this study. This study attempts to give a picture of what is currently happening in schools pertaining to the implementation of the grade 10 Life Sciences (LS), Business Studies (BS), and Engineering Graphics and Design (EGD) Curriculum and Assessment Policy Statement (CAPS). The dual aim of this study was to find out educators’ understanding and interpretation of the CAPS that can be observed in their teaching practice and to establish how decisions on subject content (selection, sequencing and pacing) are made. Also of importance was to determine whether educators view and treat their subject as unique or as similar to other subjects. The study used a qualitative approach, using case study design. Observations were used as the main method for data construction. Four LS, BS and EGD educators from four different schools were observed teaching the same class for five consecutive lessons. Thereafter, these educators were interviewed. For triangulation purposes, learners and the subject advisor were participants in this thesis. For this purpose a group of ten randomly selected learners from observed classes per subject and school were requested to complete a questionnaire and the LS, BS and EGD subject advisors were interviewed. The subject advisors insisted that educators follow the CAPS so that learners would be able to write common assessment tasks at the end of each term. Although educators claimed that they were following the CAPS regarding content selection, sequencing and pacing, observations showed that educators were not following the CAPS document. The findings suggest that well coordinated interventions are required to support and monitor educators’ practice. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)