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

<p>This qualitative single case study examined the social and emotional needs of teachers and what they need from principals to nurture the use of effective social and emotional competencies. Individual interviews were conducted with secondary teachers from one school district in Indiana.  Three themes emerged.  Teachers need: (1) boundaries, (2) space and time, and (3) collaboration and connectedness.  In addition, this study explored what principals could do to nurture the social and emotional needs of teachers.  Six findings were reported: Principals should (1) have a clear understanding of SEL competencies (2) nurture unique opportunities for collaboration (3) nurture a variety of topics on which to collaborate with teachers (4) provide the space and time necessary for teachers to process (5) model work-life balance (6) nurture personal connections between adults within the school.  These findings will help principals develop their leadership skills in supporting teachers in their application of social and emotional learning competencies.</p>

Literature has shown the importance of lifelong learning in the training of today's workforce and the crucial role of Higher Education in preparing graduates for lifelong learning. The aim of the current study is to establish the profile of Medical Radiation Science (MRS) practitioners as lifelong learners and to examine the implications of these findings for MRS undergraduate programs in Australia. The study builds on Candy et. al.'s 1994 report, Developing Lifelong Learners through Undergraduate Education, by drawing on the report's profile of lifelong learners and the features of the undergraduate program that promote lifelong learning. This present study used both quantitative and qualitative approaches, including collating the stakeholders' views on lifelong learning via surveys, one-to-one interviews and focus group discussion.Findings from this study indicate that all stakeholders (MRS practitioners, Heads of MRS Departments, students and teaching staff) viewed lifelong learning to be relevant to the profession and are important attributes for MRS practitioners to attain. However, attributes that were directly related to clinical competencies were more highly valued than attributes which were perceived to be associated with learning competencies. For each of the 25 attributes surveyed, the actual level of attainment fell below the nominated level of importance. Furthermore, the workplace culture was found to be non-supportive of lifelong learning. All MRS courses in Australia promote lifelong learning as one of their course objectives. There is a general trend towards adopting teaching approaches that promote lifelong learning, while assessment methods that promote and evaluate lifelong learning attributes were lagging behind.These findings have implications for both the MRS workplace and the MRS undergraduate courses in Australia. There needs to be greater ++ / dialogue and collaboration between the MRS employers and the universities to address the gap identified in the attributes. A conceptual model integrating lifelong learning in the context of MRS has been introduced to circumnavigate the predicament felt by most respondents that clinical competency must take precedence over all other attributes. Selection criteria by employers for graduates who are entering the workplace for the first time serve as the vital link between the workplace and the universities. By incorporating lifelong learning attributes as an essential part of the selection criteria, students would come to see the relevance of lifelong learning in their undergraduate training. A learning portfolio can be used as a means of demonstrating that the appropriate learning has taken place. There needs to be a closer link between teaching and assessment by aligning the teaching of lifelong learning objectives and activities with the assessment methods. To this end, it is important that teaching staff must be provided with the appropriate professional support to cultivate lifelong learning attributes and to equip them with the appropriate facilitation skills, before the lecturers can be expected to adopt lifelong learning approaches. This research provides a snapshot of lifelong learning in the MRS profession and should assist in the implementation of lifelong learning strategies that would direct the future of the profession.

In this research study three subject didactical measuring instruments were compared with regard to certain psychometric characteristics of a group of grade nine learners in the Tzaneen and Phalaborwa region, in the Northern Province. The primary goal of this study was to optimize learning competencies with regard to subject context. The SOM-, LEMOSS(II)- and LCH-questionnaires can be applied at the start or at the end of an academic year to an individual or to a group in order to identify learners who need specific help, counseling, remediation and support in the subjects mathematics, natural and domestic sciences in order to facilitate learning. The following aspects have been handled in this study, such as: In chapter 1 an attempt is made to clarify and define the title and certain relevant concepts. The research statement and questions are formulated. The research design is briefly discussed and the primary goal and objectives are set. Other aspects that enjoy attention include the types of research that were used, the method of sampling, data gathering and analysis, as well as the progress of the study. Literature on subject didactics is discussed in chapter 2 for the conceptualising of basic related aspects by means of a macro-model for the optimising of learning competencies in the context of a specific subject. This model emphasises subject content, form and competencies that should be taken into consideration when planning a learning opportunity. Other aspects concerning learning, namely relevant theories, approaches, models, styles, strategies and motives were discussed in order to facilitate learning in mathematics, natural and domestic sciences. In chapter 3 the SOM-, LEMOSS(II)- and LCH-questionnaires as diagnostic instruments are described. The diagnostic value, background, categories and psychometric aspects of the measuring instruments are briefly discussed. In chapter 4 the method of investigation used for the comparison of the SOM- LEMOSS(II)- and LCH-instruments regarding their reliability and validity is described and it includes the goal, hypothesis and method of sampling as an extension of the research design. The way in which descriptive and inferential statistics are conveyed is theoretically described In chapter 5 the results and qualitative conclusions of the empiric-analytical investigation are included. The SOM-, LEMOSS(II)- and LCH-questionnaires are compared with regard to reliability and validity of a group grade nine learners in the Tzaneen and Phalaborwa region. Reliability is discussed by means of test-retest reliability and pared observations. Pared observations include staggering, locality and pared t- and sign-rank testing. Validity refers to criteria referenced validity with regards to simultaneous and predictable validity. Simultaneous validity is described by means of the relation between the subject mark and the field, and by stepwise and multiple regression analysis. In chapter 6 the study is concluded with the brief answering of the research questions and by describing the research findings by means of the research statement. Possible limitations are shown and recommendations for future research are made. / Dissertation (PhD)--University of Pretoria, 2001. / Humanities Education / Unrestricted

VISUAL MEMORY AS A DETERMINANT OF COMMUNICATIVE AND LEARNING COMPETENCIES IN PUPILS WITH HEARING IMPAIRMENT ABSTRACT: This submitted work concentrates on visual perception, especially on visual memory and related attention in children and pupils with hearing impairment, which from the theoretical point of view represents the most important compensatory sense for this group of people. The main part of the submitted paper consists in presenting the results of a research survey observing the levels of visual perception and attention in children and pupils in the age group 6 to 8 years old, as well as on comparing them with results achieved by a group of hearing children and pupils of the same age range. We chose four subtests focused on the current state of visual memory and attention. These subtests constitute a part of two standardized tests. The following analysis of the gained data was used to validate our hypotheses regarding the influence of the compensatory mechanism applied when processing visual inputs by people with hearing impairment existing on the level of the central nervous system. Furthermore, the paper provides processed and commented data gained from questionnaires destined for teachers. These questionnaires pursue the evaluation of communicative and learning competencies of the tested study...