Thesis (MEd)--PU vir CHO, 1990

1. INTRODUCTION: This research was undertaken out of a conviction that the training of teachers in the use of the computer as a teaching aid should be a priority in any teacher-training programme. This conviction was strengthened by a study of the literature on computer-based education, as well as by interviews with experts in this field during a study tour undertaken in the United Kingdom in 1983. HSRC research, having been done on a continuing base since 1980, also indicated that computer-based education should receive high priority in the Republic of South Africa. 2. STATEMENT OF THE PROBLEM: This research attempts to answer the following questions: What training should be given to prospective teachers in their pre-service training to make them competent in the use of the computer as a teaching aid? What competencies should the teacher have in the future with regard to the use of the computer as a teaching aid? Could these competencies be integrated with the present curriculum, and could this curriculum be implemented in a model for the training of teachers? 3. AIM OF THE RESEARCH: Owing to the near absence of teacher-training programmes in computer-based education, the aim of this research is to identify the competencies necessary for a teacher to be able to use the computer efficiently as a teaching aid, to incorporate these competencies in a curriculum for computer-based education and to develop a teacher-training model. 4. HYPOTHESES: The following hypotheses to be accepted or rejected as a result of of the research, were set up: - There is a need for the training of teachers in computer based education in the RSA, the content for this training exists and there are certain competencies which every trained teacher should have. - Content and competencies can be integrated into a competency-based teacher-training model. - Content and competencies can be integrated into the existing curricula for teacher training. 5. METHOD AND PROGRAMME OF RESEARCH: A thorough study of recent literature, i.e. books, articles and conference proceedings, was made. This formed the basis for the development of a theory on a teacher-training model in computer based education. From this theory a teacher-training model in computer-based education was deduced. In chapter one the problem, aims and hypotheses are formulated, as well as the research programme. A thorough situation analysis, both from a computer-based education perspective and from a teacher-training viewpoint, is made in chapter two. Relevant terms are defined, and the relationship between computer-based education and the didactic principles analysed. It is shown that the computer can be used in a variety of teaching and learning modes, for instance drill and practice, tutorial, dialogue, simulation, games, evaluation, etc. The place of the computer in the teaching situation is analysed, as well as its potential and limitations as a teaching aid. In chapter three the goals and aims of a teacher-training programme in computer-based education are discussed. A general goal is formulated for two courses, namely a basic general course for all education students, and a course for students wanting to specialize in computer-based education. These genera1 goals are analysed into more specific aims, which in turn form the basis for the selection of course, content and the formulation of competencies in chapter four. This is followed in chapter five by a competency-based teacher-training model, and the research is concluded in chapter six with a summary and some recommendations. 6. FINDINGS FROM THE RESEARCH: 6.1 FINDINGS WITH REGARD TO THE HYPOTHESES: All the hypotheses stated in paragraph 4 of this summary can be accepted on the results of this research. A definite need for the training of teachers in computer-based education is revealed, the content for this training, and the competencies required are described. Content and competencies can be integrated into a competency-based teacher-training model, and can also be integrated into the existing curricula for teacher training. 6.2 FINDINGS WITH REGARD TO THE RESEARCH PROBLEM AND THE AIMS OF THE RESEARCH: To answer the questions put in the formulation of the research problem, competencies had to be identified, a curriculum, as well as a competency-based training model, had to be designed. These were all achieved. It can therefore be concluded that the aims of the research were realised. 6.3 FINDINGS FROM THE LITERATURE: The world is on the threshold of a new era, the information era, which will replace the industrial era. It is in line with God's cultural command that the computer should be studied and used in order to help to accomplish God's plan for man. In a number of countries, for instance the United States of America, the United Kingdom and France, strategies have been implemented to promote computer-based education. There are a number of isolated, but well established efforts to implement computer-based education in the RSA. The Human Sciences Research Council is actively involved in research on computer-based education. Computers will become cheaper, more powerful and user-friendly, and will therefore play an ever-increasing role in the everyday life of each individual. A number of serious problems exist in connection with the implementation of computer-based education, for instance the present weak economic climate, black education explosion and the drive toward equality in standards of education in the RSA. From a computer perspective the greatest problems are the backlog in courseware (lesson material) suitable for South African schools, the incompatibility of South African curricula and imported programme packages, and practical problems in the development of courseware. From a teaching perspective, the following conclusions may be reached: - Several computer configurations, from mainframe to micro-computer, are suitable for teaching situations. - Several instructional modes are available in computer-based education, which makes it a very powerful teaching aid. - The computer can play an important role in problem solving strategies. - The simulation mode of computer-based education makes it possible to include projects in the curriculum which would otherwise be too costly, too dangerous or too long to include. - Computer-based education can make drill and practice situations less frustrating for all involved. - Computer-based education can be used effectively in evaluation. - The computer, as a new teaching aid, is in harmony with the existing didactic principles like motivation, individualisation, socialisation, mastery, etc. 7. RECOMMENDATIONS ARISING FROM THE RESEARCH: 7.1 Recommendations with regard to teacher training are the following: - all authorities concerned with teacher training should start as soon as possible with the training of teachers in computer-based education. - Training for students in preparation for secondary education should receive priority. - An interest group for computer-based education should be formed in each region. These groups can discuss problems and progress at meetings, newsletters can be sent to members, and other activities can be embarked upon to enhance the state-of-the-art of computer-based education. - The various education authorities should give serious thought to a strategy for in-service training in computer-based education. - Dialogue between the teacher training institutions and the computer industry, that is manufacturers and distributors of hardware and software, should be encouraged. Such dialogue is essential in view of the rapid changes taking place in the field of micro-electronics. - Training programmes should be reviewed at short intervals, due to the dynamic nature of this field. -Training programmes and courseware development-programmes should go hand in hand, because of the serious shortage of suitable courseware for the South African situation. - Lecturing staff at all training institutions, but especially those at which teachers are trained, should be involved, on a voluntary basis, in computer-based education projects. - Methods should be devised to encourage lecturing staff at training institutions to become involved in the development of courseware for their students, otherwise they are bound to continue in the traditional way of lecturing, and of writing research papers and textbooks. 7.2 Recommendations with regard to teaching practice are the following: - Education authorities must provide broad guidelines to schools with regard to computer-based education. At present every educational institution which becomes involved in computer-based education does so on its own initiative - there is no co-operation between different institutions. - Schools and other educational institutions should form computer-based education clubs or interest groups. - The implementation of computer-based education should be done with tact and without force, especially as far as practising teachers are concerned. - The computer can be used initially to lessen the teacher's administrative workload. - The enthusiastic and capable teacher who is interested in computer-based education should receive all help and encouragement possible. If possible, he should be freed from, extra-mural activities and be assigned to computer-based education only. - Schools and other educational institutions should actively support any action emanating from the authorities with regard to computer-based education. - Schools and other educational institutions should encourage computer literacy amongst their students through the formation of computer clubs. Recommendations with regard to further research are: - Research should be conducted on the training of teachers for computer-based education in the various educational systems for black and coloured people. This is necessary because of the vast differences in the initial situation and cultural background between the various groups. - Research should be done on the feasibility of a national strategy for the training of teachers in computer-based education, the introduction of computers into schools and the encouragement of computer literacy in general. - Research should be done on the development of a similar model for the training of teachers for primary education. - This model - and others - should be evaluated in practice. - The role and function of computer-based education in all the different subjects should be researched. - Research should be done with regard to the effect on the general public of a national strategy for computer-based education. - Continuous research should be done on how the computer can be used to 1mprove teaching. New developments in the field of hardware and courseware necessitate this. It is clear that the field of computer-based education is a dynamic, developing field, which is continually stimulating research. / Proefskrif (DEd)--PU vir CHO, 1985

In Introduction the question Is asked whether the present system of pupil leadership does promote the training of pupil leaders. The purpose of the study has been to reflect on pupil leadership from the angle of the available literature and to Investigate the practice of pupils leadership in primary schools In the Transvaal by means of a structured questionnaire. The research was directed at Afrikaans and double-medium primary schools In the Transvaal. A random sample of 28,6% (145 from 506) schools was drawn. The most important conclusions reached from the study of literature and the empirical investigation are that primary schools in the Transvaal are moving away from the traditional prefect system, that the different-sized schools have their own specific kinds of problems In the appointment and training of pupil leaders, and that there is room for improvement In the process of identification and training of pupil leaders In primary schools in the Transvaal. It Is recommended that the identification and training of pupil leaders should be focused on penetratingly and brought to the notice of the responsible personnel by means of the orientation and regional courses. Attention will then have to be given to the various size-categories of schools, so that the needs of each size-category can be attended to and discussed. Teachers' Training Colleges and universities responsible for the training of teaching staff should equip future teachers better to be able to cope effectively with the development of future leaders. The last word has not been spoken with regard to the training of pupil leaders. The training of pupil leaders In the Republic ,of South Africa Is a topic that warrants serious research attention. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 1989

This study is based upon the Christian practice of science, which implies, among other things, the usage of the transcendental empirical method of research. This means that the empirical data have been viewed and evaluated according to transcendental perspectives (Scripture perspectives). Leadership plays an important role in society - generally as well more particularly in the school as a social phenomenon. Pupil leadership is essential for the direction of the school on a specific course. The researcher's problem lies in the absence of a model according to which pupil leaders may be trained towards the successful fulfilment of their task as leaders. The objective of this research is therefore to create a model according to which pupil leaders may be trained adequately for their task as leaders in the Transvaal secondary schools. To ascertain what has already been undertaken on the study of leadership, and more particularly pupil leadership, a study of literature was undertaken. A number of training programmes were studied to ascertain what has already been accomplished in practice, regarding the training of youthful leaders. This was followed by empirical research: by means of a questionnaire concerning the position of pupil leadership at secondary schools the practice was examined. This questionnaire was completed by teachers as well as pupil leaders, the objective being the inclusion of the views of both teacher and pupil. The training model consists of the following components: * The Christian-National philosophy of life is the foundation for the training model. * The training objectives must be stated explicitly, as this will determine the learning content. * The right learning opportunities must be created for the pupil leaders so that the learning content may be unlocked. * The training programme must be evaluated so as to ascertain whether the objectives have been realised or not. * When the pupil leader has completed s course in pupil leadership according to the training model, he should possess the characteristics required for the successful fulfilment of his task. A number of important findings came to the fore: * The Bible supplies the Christian pupil leader with definite guidelines. The pupil leader must believe in God implicitly as this will influence his relationships regarding his followers as well as the goals set to them by the group. * The study of leadership theories and leadership styles indicates that the pupil leader must be aware of this, so as to lead his fellow-pupils towards goal attainment. * Pupil leadership is a distinctive leadership, as the pupil leader is a non-adult. * The pupil leader is part of a peer group whose values and norms must be respected. Nevertheless he must be able to make a definite stand, although this may get him into disfavour with his friends. * The guardian teacher must support the pupil leader and lead him towards the successful fulfilment of his task. It appeared from the study of training programmes that the pupil leader must have knowledge of the application of administrative duties. * One of the most important findings of the empirical research was that all respondents feel that there is room for improvement in the training of pupil leaders in the Transvaal secondary schools. Teachers are seen as the most suitable trainers of pupil leaders. In the training programme knowledge of the theory and practice of leadership is seen as the foundation for the training of pupil leaders. To conclude it may be stated that pupil leaders in the Transvaal secondary schools may be trained by means of a preconceived leadership programme. / Thesis (MEd)--PU vir CHO, 1985

Proefskrif--PU vir CHO

Every individual has his own interpretation of the facts and the aims envisaged in education. This interpretation is closely related to his own view of life and consequently it was considered necessary to state right at the beginning what the author's interpretation is of the term “education". It was furthermore, considered necessary to define the term “gifted”. In this study the child’s intelligence as well as his achievements in arithmetic were used as criteria in order to identify those gifted. After comparing the variation coefficients of school marks and the marks achieved in I.Q., tests, it was found that the distribution of school marks was much wider than the distribution of the I.Q.’s. This tendency was also discovered when the achievements in scholastic tests were compared with the I.Q.’s. In order to determine to which extent pupils performed according to their individual abilities, the sample was divided into different groups according to the I.Q.'s. The achievements of the different groups according to school marks as well as scholastic tests were compared with the field of expected performance. A number of important results were found. The following divisions were made: i. The group as a whole; ii. The sexes apart; iii. The standards apart; iv. The pupils grouped according to standard and age; v. Sample divided according to the number of schools attended by the pupils. In all these divisions it was found that the achievements of pupils with higher intellectual abilities were relatively weak in school marks as well as in scholastic tests. In contrast it was found that the achievements of pupils with lower intellectual abilities were relatively high. The pupils with average abilities usually performed on an average level. The study also proved that age as well as the number of schools attended by the pupils definitely influenced their achievements. The differences between the traditional approach and the new approach to the teaching of arithmetic were pointed out by using a number of examples. The expectation is that the new approach should bring the achievements of the more intelligent pupils in accordance with their abilities. Acceleration, enrichment and homogeneous groupings are possible procedures which may be used in order to bring the achievements of the more intelligent pupils in accordance with their abilities. The practical implementation of, as well as the advantages and disadvantages of these procedures were investigated in detail. It was ascertained in this study that all pupils, because of their individual differences, cannot be taught according to one method. It is, therefore suggested that differentiation or segregation according to abilities and achievements be adopted. / Proefskrif--PU vir CHO, 1969

Thesis (MEd)--PU vir CHO, 1990

1. INTRODUCTION: This research was undertaken out of a conviction that the training of teachers in the use of the computer as a teaching aid should be a priority in any teacher-training programme. This conviction was strengthened by a study of the literature on computer-based education, as well as by interviews with experts in this field during a study tour undertaken in the United Kingdom in 1983. HSRC research, having been done on a continuing base since 1980, also indicated that computer-based education should receive high priority in the Republic of South Africa. 2. STATEMENT OF THE PROBLEM: This research attempts to answer the following questions: What training should be given to prospective teachers in their pre-service training to make them competent in the use of the computer as a teaching aid? What competencies should the teacher have in the future with regard to the use of the computer as a teaching aid? Could these competencies be integrated with the present curriculum, and could this curriculum be implemented in a model for the training of teachers? 3. AIM OF THE RESEARCH: Owing to the near absence of teacher-training programmes in computer-based education, the aim of this research is to identify the competencies necessary for a teacher to be able to use the computer efficiently as a teaching aid, to incorporate these competencies in a curriculum for computer-based education and to develop a teacher-training model. 4. HYPOTHESES: The following hypotheses to be accepted or rejected as a result of of the research, were set up: - There is a need for the training of teachers in computer based education in the RSA, the content for this training exists and there are certain competencies which every trained teacher should have. - Content and competencies can be integrated into a competency-based teacher-training model. - Content and competencies can be integrated into the existing curricula for teacher training. 5. METHOD AND PROGRAMME OF RESEARCH: A thorough study of recent literature, i.e. books, articles and conference proceedings, was made. This formed the basis for the development of a theory on a teacher-training model in computer based education. From this theory a teacher-training model in computer-based education was deduced. In chapter one the problem, aims and hypotheses are formulated, as well as the research programme. A thorough situation analysis, both from a computer-based education perspective and from a teacher-training viewpoint, is made in chapter two. Relevant terms are defined, and the relationship between computer-based education and the didactic principles analysed. It is shown that the computer can be used in a variety of teaching and learning modes, for instance drill and practice, tutorial, dialogue, simulation, games, evaluation, etc. The place of the computer in the teaching situation is analysed, as well as its potential and limitations as a teaching aid. In chapter three the goals and aims of a teacher-training programme in computer-based education are discussed. A general goal is formulated for two courses, namely a basic general course for all education students, and a course for students wanting to specialize in computer-based education. These genera1 goals are analysed into more specific aims, which in turn form the basis for the selection of course, content and the formulation of competencies in chapter four. This is followed in chapter five by a competency-based teacher-training model, and the research is concluded in chapter six with a summary and some recommendations. 6. FINDINGS FROM THE RESEARCH: 6.1 FINDINGS WITH REGARD TO THE HYPOTHESES: All the hypotheses stated in paragraph 4 of this summary can be accepted on the results of this research. A definite need for the training of teachers in computer-based education is revealed, the content for this training, and the competencies required are described. Content and competencies can be integrated into a competency-based teacher-training model, and can also be integrated into the existing curricula for teacher training. 6.2 FINDINGS WITH REGARD TO THE RESEARCH PROBLEM AND THE AIMS OF THE RESEARCH: To answer the questions put in the formulation of the research problem, competencies had to be identified, a curriculum, as well as a competency-based training model, had to be designed. These were all achieved. It can therefore be concluded that the aims of the research were realised. 6.3 FINDINGS FROM THE LITERATURE: The world is on the threshold of a new era, the information era, which will replace the industrial era. It is in line with God's cultural command that the computer should be studied and used in order to help to accomplish God's plan for man. In a number of countries, for instance the United States of America, the United Kingdom and France, strategies have been implemented to promote computer-based education. There are a number of isolated, but well established efforts to implement computer-based education in the RSA. The Human Sciences Research Council is actively involved in research on computer-based education. Computers will become cheaper, more powerful and user-friendly, and will therefore play an ever-increasing role in the everyday life of each individual. A number of serious problems exist in connection with the implementation of computer-based education, for instance the present weak economic climate, black education explosion and the drive toward equality in standards of education in the RSA. From a computer perspective the greatest problems are the backlog in courseware (lesson material) suitable for South African schools, the incompatibility of South African curricula and imported programme packages, and practical problems in the development of courseware. From a teaching perspective, the following conclusions may be reached: - Several computer configurations, from mainframe to micro-computer, are suitable for teaching situations. - Several instructional modes are available in computer-based education, which makes it a very powerful teaching aid. - The computer can play an important role in problem solving strategies. - The simulation mode of computer-based education makes it possible to include projects in the curriculum which would otherwise be too costly, too dangerous or too long to include. - Computer-based education can make drill and practice situations less frustrating for all involved. - Computer-based education can be used effectively in evaluation. - The computer, as a new teaching aid, is in harmony with the existing didactic principles like motivation, individualisation, socialisation, mastery, etc. 7. RECOMMENDATIONS ARISING FROM THE RESEARCH: 7.1 Recommendations with regard to teacher training are the following: - all authorities concerned with teacher training should start as soon as possible with the training of teachers in computer-based education. - Training for students in preparation for secondary education should receive priority. - An interest group for computer-based education should be formed in each region. These groups can discuss problems and progress at meetings, newsletters can be sent to members, and other activities can be embarked upon to enhance the state-of-the-art of computer-based education. - The various education authorities should give serious thought to a strategy for in-service training in computer-based education. - Dialogue between the teacher training institutions and the computer industry, that is manufacturers and distributors of hardware and software, should be encouraged. Such dialogue is essential in view of the rapid changes taking place in the field of micro-electronics. - Training programmes should be reviewed at short intervals, due to the dynamic nature of this field. -Training programmes and courseware development-programmes should go hand in hand, because of the serious shortage of suitable courseware for the South African situation. - Lecturing staff at all training institutions, but especially those at which teachers are trained, should be involved, on a voluntary basis, in computer-based education projects. - Methods should be devised to encourage lecturing staff at training institutions to become involved in the development of courseware for their students, otherwise they are bound to continue in the traditional way of lecturing, and of writing research papers and textbooks. 7.2 Recommendations with regard to teaching practice are the following: - Education authorities must provide broad guidelines to schools with regard to computer-based education. At present every educational institution which becomes involved in computer-based education does so on its own initiative - there is no co-operation between different institutions. - Schools and other educational institutions should form computer-based education clubs or interest groups. - The implementation of computer-based education should be done with tact and without force, especially as far as practising teachers are concerned. - The computer can be used initially to lessen the teacher's administrative workload. - The enthusiastic and capable teacher who is interested in computer-based education should receive all help and encouragement possible. If possible, he should be freed from, extra-mural activities and be assigned to computer-based education only. - Schools and other educational institutions should actively support any action emanating from the authorities with regard to computer-based education. - Schools and other educational institutions should encourage computer literacy amongst their students through the formation of computer clubs. Recommendations with regard to further research are: - Research should be conducted on the training of teachers for computer-based education in the various educational systems for black and coloured people. This is necessary because of the vast differences in the initial situation and cultural background between the various groups. - Research should be done on the feasibility of a national strategy for the training of teachers in computer-based education, the introduction of computers into schools and the encouragement of computer literacy in general. - Research should be done on the development of a similar model for the training of teachers for primary education. - This model - and others - should be evaluated in practice. - The role and function of computer-based education in all the different subjects should be researched. - Research should be done with regard to the effect on the general public of a national strategy for computer-based education. - Continuous research should be done on how the computer can be used to 1mprove teaching. New developments in the field of hardware and courseware necessitate this. It is clear that the field of computer-based education is a dynamic, developing field, which is continually stimulating research. / Proefskrif (DEd)--PU vir CHO, 1985

In Introduction the question Is asked whether the present system of pupil leadership does promote the training of pupil leaders. The purpose of the study has been to reflect on pupil leadership from the angle of the available literature and to Investigate the practice of pupils leadership in primary schools In the Transvaal by means of a structured questionnaire. The research was directed at Afrikaans and double-medium primary schools In the Transvaal. A random sample of 28,6% (145 from 506) schools was drawn. The most important conclusions reached from the study of literature and the empirical investigation are that primary schools in the Transvaal are moving away from the traditional prefect system, that the different-sized schools have their own specific kinds of problems In the appointment and training of pupil leaders, and that there is room for improvement In the process of identification and training of pupil leaders In primary schools in the Transvaal. It Is recommended that the identification and training of pupil leaders should be focused on penetratingly and brought to the notice of the responsible personnel by means of the orientation and regional courses. Attention will then have to be given to the various size-categories of schools, so that the needs of each size-category can be attended to and discussed. Teachers' Training Colleges and universities responsible for the training of teaching staff should equip future teachers better to be able to cope effectively with the development of future leaders. The last word has not been spoken with regard to the training of pupil leaders. The training of pupil leaders In the Republic ,of South Africa Is a topic that warrants serious research attention. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 1989

This study is based upon the Christian practice of science, which implies, among other things, the usage of the transcendental empirical method of research. This means that the empirical data have been viewed and evaluated according to transcendental perspectives (Scripture perspectives). Leadership plays an important role in society - generally as well more particularly in the school as a social phenomenon. Pupil leadership is essential for the direction of the school on a specific course. The researcher's problem lies in the absence of a model according to which pupil leaders may be trained towards the successful fulfilment of their task as leaders. The objective of this research is therefore to create a model according to which pupil leaders may be trained adequately for their task as leaders in the Transvaal secondary schools. To ascertain what has already been undertaken on the study of leadership, and more particularly pupil leadership, a study of literature was undertaken. A number of training programmes were studied to ascertain what has already been accomplished in practice, regarding the training of youthful leaders. This was followed by empirical research: by means of a questionnaire concerning the position of pupil leadership at secondary schools the practice was examined. This questionnaire was completed by teachers as well as pupil leaders, the objective being the inclusion of the views of both teacher and pupil. The training model consists of the following components: * The Christian-National philosophy of life is the foundation for the training model. * The training objectives must be stated explicitly, as this will determine the learning content. * The right learning opportunities must be created for the pupil leaders so that the learning content may be unlocked. * The training programme must be evaluated so as to ascertain whether the objectives have been realised or not. * When the pupil leader has completed s course in pupil leadership according to the training model, he should possess the characteristics required for the successful fulfilment of his task. A number of important findings came to the fore: * The Bible supplies the Christian pupil leader with definite guidelines. The pupil leader must believe in God implicitly as this will influence his relationships regarding his followers as well as the goals set to them by the group. * The study of leadership theories and leadership styles indicates that the pupil leader must be aware of this, so as to lead his fellow-pupils towards goal attainment. * Pupil leadership is a distinctive leadership, as the pupil leader is a non-adult. * The pupil leader is part of a peer group whose values and norms must be respected. Nevertheless he must be able to make a definite stand, although this may get him into disfavour with his friends. * The guardian teacher must support the pupil leader and lead him towards the successful fulfilment of his task. It appeared from the study of training programmes that the pupil leader must have knowledge of the application of administrative duties. * One of the most important findings of the empirical research was that all respondents feel that there is room for improvement in the training of pupil leaders in the Transvaal secondary schools. Teachers are seen as the most suitable trainers of pupil leaders. In the training programme knowledge of the theory and practice of leadership is seen as the foundation for the training of pupil leaders. To conclude it may be stated that pupil leaders in the Transvaal secondary schools may be trained by means of a preconceived leadership programme. / Thesis (MEd)--PU vir CHO, 1985