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Investigating technology integration readiness of English first additional language educators: a case of South African rural public schoolsLediga, Mamaroba Sylvia January 2023 (has links)
Thesis (Ph.D. (English Studies)) -- University of Limpopo, 2023 / Technology use is gaining momentum the world over, including South Africa.
Therefore, technology use presupposes technology integration, and educators appear
better positioned to ensure its integration. As a result, the integration of technology by
English First Additional Language (EFAL) educators is of significant importance to
learners’ academic development. The purpose of this research study was to
investigate South African rural public schools EFAL educators’ readiness to integrate
technology into EFAL content. The study was underpinned by a combination of two
theoretical frameworks, the Technology Readiness Index (TRI) and the Technological
Pedagogical Content Knowledge (TPACK). The study followed a quali-quantitative
approach and an exploratory research design. The triangulation data collection
method employed questionnaires, interviews and equipment checklists. Findings
indicated that EFAL educators in rural public schools are not ready to embrace the
Fourth Industrial Revolution (4IR) and lack relevant and adequate infrastructure to
integrate technology. Findings further revealed that EFAL educators need proper
training in technology skills and technical support in order to be ready to integrate
technology into EFAL. Pertinent intervention strategies should include the
collaboration of all stakeholders to improve the Information Communication
Technology (ICT) context in rural public schools. Additionally, the Department of Basic
Education (DBE) has to bridge the gap between rural and urban schools in SA by
providing adequate technology support to rural public EFAL educators.
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The leadership role of the principal in creating a culture of teaching and learning in the rural public schools of Mopani District, Limpopo ProvinceMohale, Assan Bottomly 21 September 2018 (has links)
DEd (Educational Management) / The purpose of this study was to investigate the leadership role of principals in creating a culture of teaching and learning in rural public schools of Mopani District, Limpopo Province. The performance of learners below the expected standards in the National Senior Certificate (NSC) examinations, despite, massive resources that the Department of Basic Education (DBE) is providing annually to schools to improve quality of teaching and learning, has raised public concern. When seeking answers to these schools’ dysfunctionality, focus, however, was laid on the leadership role of school principals in some rural public schools of Mopani District, Limpopo Province. The study was guided by Hersey and Blanchard Situational Leadership theory, complemented by Maslow’s Hierarchy of needs. This study was conceptualised within the interpretive paradigm, subsumed under a qualitative research approach. A qualitative case study was used with four rural public high schools. A total of sixteen participants were purposefully selected, made up of four school principals, four deputy principals and eight Heads of Departments (HoDs). Research data were gathered through individual interviews, observations and documents analysis. Data from interviews were thematically analysed, and data from documents and observations were analysed descriptively in words. Findings from interviews revealed that school principals do not monitor and support curriculum implementation. In supporting the findings from interviews, the documents analysed revealed the absence of an administered class-visits monitoring-tool. Data from the observations revealed that schools were without vision and mission statements and had inadequate resources. The study recommended principals to monitor and support curriculum implementation, and develop staff professionally. Suggestions for further study were provided. A proposed model of Action-Based COTL was developed to assist school principals in creating a COTL in schools. / NRF
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