This study investigates how listening, as part of the literacy learning programme is planned for and taught in the grade one class. The data was produced through semi-structured interviews of five participants, who were grade one educators in the urban area of Durban, Kwa Zulu Natal. Findings suggested the many factors that accounted for why some children in the grade one class do not listen and that educators need to plan for the teaching of listening. The researcher examines the use of multiple strategies, such as teaching responsively, including stimulating tasks, reading aloud, creating a purpose for listening, setting the stage for listening and modeling as strategies to teach listening. The study ends with recommendations for the Department of Education to present workshops to educators on the teaching of listening and for module courses at colleges and universities to offer specialized courses on the teaching of listening. The aim of this research which was conducted in the urban area of Durban, Kwa Zulu Natal, was to investigate how grade one educators were planning for and teaching listening. During this study, data was produced through semi-structured interviews of five participants, who were grade one educators. Findings of this study suggest that there were many factors that accounted for why some children in the grade one class do not listen. Findings also indicated that educators need to plan for the teaching of listening. / Ed. (Didactics))

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

There is always a gap between student learning and classroom teaching in Hong Kong education. The use of information and communication technology has made the situation even worse. It is a common practice for students to work together through digital media like Instagram, WhatsApp, opening online Chat Room and Facebook by using elements like video, music, texts and artistic photography to reflect and discuss ideas for project assignment. During the process, students can further investigate what they have learnt in lessons and construct new knowledge. However, our schools are still concentrating on text-based presentation software for teaching. Schools have been reacting slowly to the appearance of this new popular participatory culture. Therefore it is interesting to study schools’ ICT infrastructure, the digital literacy in classrooms as well as students’ individual usage behavior in digital media. From the study, we are able to realize the reasons for choosing those multimodal elements in the students’ learning as well as posting them online. Then, we can determine the relationship between the participatory culture in creating multimodal artifacts and digital divide in education among students; as well as finding out those factors which lead to the gap and enhance participatory culture in academic purpose for students. Thus, we can improve the situation of students’ learning outcome gap during the use of digital media in teaching and studying. My thesis will employ qualitative research method in case study approach. It consists of 6 students’ interviews as well as teacher’s focus group interviews of three teachers from two schools. The results show that there are different forms of technology and usage gap among the students in using digital tools. Certainly, there are several ways to overcome the barriers. / published_or_final_version / Education / Master / Master of Science in Information Technology in Education

D.Phil. (Education) / Please refer to full text to view abstract

A research report submitted to the Faculty of Humanities, School of Education, University of the Witwatersrand. Johannesburg, Hune 2017. / In this study, the affordances of a multimodal pedagogy for teaching the prescribed novel, Lord of the Flies, are investigated. The research site is a Grade 10 Visual Art classroom, with six learners serving as the core group. It involves a five-week teaching intervention, whereby participants are required to re-design or re-semiotise a particular scene from the novel into a comic book, or any multimodal narrative that includes both written and visual textual features. Participants’ works are analysed in terms of their modal features − size, shape, colour, contour, texture, written text and overall design − and their semiotic relationship to the original, print-based novel. Finally, the researcher determines which textrelated meanings or interpretations are gained, lost or transformed during this process of resemiotisation, and discusses the possible implications of these for classroom practice. This research may be described as classroom ethnography (Bloome, 2012) within the qualitative paradigm, offering an account of participants’ actions in a real-life, everyday context. Data is collected through ethnographic techniques such as field notes, diary entries, artefact collection and, most crucially, interviews which are conducted before and after the re-semiotisation process. To analyse this data, the researcher draws extensively from literature in the fields of multimodality and social semiotics, particularly the seminal works of Kress (1993; 2000; 2005), Newfield (2009; 2014) and The New London Group (1996). Emphasis is placed on how participants use semiotic resources − in this case, materials acquired in the classroom, from the internet or other domains − to re-shape written texts so that they become more meaningful and accessible for learning. Finally, the findings chapter presents the multimodal pedagogy as a useful outlet for learners’ “own desires, fantasies and interests in the semiotic chain” (Stein, 2003, p. 115). Since participants are positioned centrally within the semiotic space, they can become selfregulated and active agents of meaning making − discovering a canonical text’s themes, symbols, character relations or other sub-textual nuances in and through the visual mode. In the interests of continued research and application in the classroom, a label method is suggested to both track participants’ gains and losses in meaning − upon completion of the entire process − and to determine their level of engagement with the novel’s content. This involves presenting each learner’s artefacts visually, with several labels pointing to the features that speak back most clearly to the source text. Keywords: ● multimodal pedagogy ● social semiotics ● re-semiotisation ● chain of semiosis / meaning-making ● visual and written modes ● literature teaching and learning / LG2018

In a society consumed by ever-increasing media and technology, it is more important now than ever that public schools provide their students with the skills and tools necessary to analyze, interpret, deconstruct, and construct popular media images and messages. Consequently, it is the role of educators to engage with popular media in the classroom, not simply for the sake of student motivation, but for the purpose of supporting students in meaningful literacy practices. This study analyzes classroom dialogue and students’ written responses throughout a semester-long English elective course entitled, “Hip Hop Literature and Culture,” in a public high school in New York. This course was designed as a means to engage students in critical media literacy (CML) practices. Through this qualitative case study, the researcher sought to better understand how students are understanding and responding to the popular media that surrounds them, and how academic engagement with such media within a class context impacts their understandings of self, youth culture, popular culture and the social structures that ultimately impact their lives.

This dissertation draws on data from a six-month study of the materiality of one Kindergarten classroom undergoing curriculum reform in an urban public elementary school. Informed by a network case study approach, whereby case study methods are uncased through an Actor Network Theory lens, I question what it means to say literacy curriculum is enacted, or reformed, by acknowledging the multiplicity of actors entangled within curriculum, both human and non-human, local and distant, invited and uninvited. Furthermore, I propose ways of uncasing studies of literacy curriculum, revealing how no site—a school, a classroom, or an instructional block—is a fixed case but rather is constructed through networks of mobility streaming from many places. Through ecological surveys, images, fieldnotes, recordings and document archives, I trace the materialities of one Kindergarten classroom outward to reveal multiple dynamic networks—shifting school zones, neighborhoods, and curricular trends—that mobilize various bodies and materials into one seemingly stable public-school classroom. Networked within one morning meeting, for instance, were rotting pumpkins, pocket charts and cheese sandwiches doing the work of environmental nonprofits, DOE officials, and cafeteria staff, all entangled with the teacher and students in solving the problem of food waste at lunch. However, I also confront ethical choices made in tracing literacy curriculum as material “network effects.” Set in the nation’s most segregated school system, I address how curriculum is not only affected by networks of circulating materials, but also networks circulating students’ bodies into unequal school spaces, leading to neighborhood gentrification and changing school funding and enrollment. I conclude with what responsibilities exist for researchers advocating for a material focus to address systemic issues of injustice in schools.

published_or_final_version / abstract / toc / Education / Master / Master of Education

This thesis focuses on the form and content of contributions of young children during news-time, a recurrent literacy event in pre-primary and junior primary schools in KwaZulu-Natal, South Africa. Using the methods of Critical Discourse Analysis and both Traditional and Critical Ethnography, the researcher infers the emic categories (or norms) which guide the participants' conduct at news-time. The study reveals, inter alia, how uniform the teachers, norms for news-time behaviour are, and how assiduously they promote them. It also reveals how incompatible, in most instances, the teachers' norms are with those of their pupils; outlines the ideological strategies teachers use to discourage/silence literacy practices they disapprove of; and draws attention to the hurt feelings, self-doubt and alienation on the part of pupils that these strategies foster. On the basis of such findings the researcher argues that news-time literacy as reflected in the teachers' core norms, embeds and helps to consolidate asymmetrical teacher-pupil (and expert-other) power relations; the hegemony of expository literacy (for which newstime literacy is a fore-runner); and the hegemony of various Anglo-, Western, middle-class values and interests. Consistent with the call of critical ethnographers for ethnographies that focus on the influence of macro-contextual factors on social conduct, he suggests that central features of the South African education system under apartheid (such as the eschewal of diversity, belief in prescriptive rules of correctness, authoritarianism, exclusivism, et al) are compatible with and perhaps help further to explain the norms which the teachers promote during news-time. Finally, the researcher explores the implications as well as an application of this research for the teaching/learning of literacy in early education in the "new" - democratic - South Africa. He calls for consciousness-raising on the part of teachers and teacher-trainers regarding the form and function of news-time, in the context of a broad understanding of literacy, ideology and power. He argues that teachers need to acquire richer analytical and interpretative abilities than are evinced in his study, and suggests both content and a method by which they may be developed. He also argues for awareness-raising of alternative pedagogical options, which he outlines. Lastly, he argues that teachers need to acquire multilingual and multicultural proficiencies. As regards applications, the researcher makes two proposals for an emancipatory micro-literacy policy at the preprimary and junior primary levels of schooling. At the heart of the first are four considerations, two of which involve "literacy as teaching the 'cultures of power' and literacy as practice in acknowledging and fostering diversity" (Pennycook 1996:164). The remaining two relate to compatibility with the spirit of the National Language Policy and parity with the "orientations" that underlie the National Language Policy. The second, and more modest of these two proposals, recognises the likelihood, on the one hand, of resistance on the part of those with vested interests in the status quo, and the influence, on the other, of other potentially significant contextual factors. / Thesis (Ph.D.)-University of Natal, Durban, 1999.

The South African education system is undergoing radical transformation in terms of the curriculum. One of the means in the transformation process is the infusion of computer literacy in the schools’ curriculum. The South African education system is being reshaped and this calls for co-ordination between the school and the workplace, as learners who are taught in schools are going to occupy different positions in different work situations. The school’s task is therefore to equip learners with relevant computer literacy skills required in the workplace. The National Curriculum Statement (NCS) states: “Learners should understand the design process from conceptualisation to realisation. Problem-solving and lateral-thinking skills, creativity and innovation should be explored and developed through the systematic investigation of problems posed by a design brief in order to produce a marketable solution. Learners are given a brief, research the subject, generate ideas, develop concepts, implement, critically reflect on, and then evaluate the design solution. Self-discipline and responsible design ethics, as well as an awareness of aesthetics and functionality, must be evident throughout the design process,” (Asmal, 2003, p. 3). In countries like the United Kingdom, computer literacy is very important in that it is seen as a passport to employment (Bork, as cited by Moodley, 2002). The government of Rwanda’s national goal on ICT is that Rwanda will achieve “middle-income status by 2020 based on an information-rich, knowledge-based society and economy” Farrel (2007, p. 3). Micheuz (2006, p. 1) states: “Schools in Austria providing compulsory education are accountable for imparting IT skills and informatics competencies to their pupils”. There is a shift in the South African education system to eradicate the imbalances of the apartheid education system. Curriculum 2005 has been put in place, however due to some uncertainties that academics have articulated about Curriculum 2005, it has been revised. The principles of the NCS are the same as those of Curriculum 2005 in that they are based on building on the vision and values of the Constitution and Curriculum 2005 (Asmal, 2003, p. 2). The principles include social justice, a healthy environment, human rights and inclusivity (Asmal, 2003, p. 2). The NCS adopts an inclusive approach by specifying minimum requirements for learners. The special educational, emotional, social and physical needs of learners are addressed in the design and the development of appropriate learning programmes. The transition from the apartheid education system to the present education system, i.e. the NCS, has not been without problems. Debates on educational issues are always arguable because they involve many other stakeholders such as politicians and the community (Asmal, 2003). In the past, South African education reflected the fragmented society in which it was based and hardly created conscientious, critical citizens. Education as a means of undemocratic social control created individuals who were not only short changed but were also compartmentalized along racial and cultural lines. The education system also failed to address the democratic principles based on access, full participation and equity (Asmal, 2003). The objectives of the policy on E-education in the schools’ white paper on Eeducation are that every South African learner both in General and Further Education and Training (GET and FET) will be information and communication technology-capable by 2013. Asmal went on to say that every school in General and Further Education and Training will turn into E-schools (Asmal, 2003, p. 4). The GET band here refers to Grades 7, 8 and 9 and the FET refers to Grades 10, 11, and 12. With this as background, the researcher intended to understand whether or not the teaching and learning of computer literacy occurred in a constructive way, and one that will equip learners with relevant computer literacy skills required in the workplace; skills that will enable learners to solve economic, political and societal problems. Meyer, Barber and Pfaffenberger (1999, p. 56) argue that: “Computers play key roles in our societies as they guide aircraft to safe landings, help surgeons perform tricky operations and route calls through a phone system”. The research took place in two high schools in rural areas in the Greytown area. The two high schools have computers and are teaching computer literacy starting from Grade 8 and continuing to Grade 12. This study focused on Grade Nine as this grade is considered to be a preparatory stage when learners need to be shaped for the next grade (Grade 10) and begin to choose their career paths. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.