In this study, the integration of technology in education and the application of action learning as a teaching strategy, are investigated through a literature study and with empirical research. The purpose is to develop a teaching model wherein technology can be effectively incorporated for the offering of the subject Information Systems (IS). The study also focuses on the nature and scope of the subject Information Systems, as well as the status concerning the subject Information Systems at Technikons in South Africa. Knowledge regarding technology quickly becomes obsolete and therefore IS-learners should have the means and skills to keep abreast of advances in technology. IS-learners not only need subject oriented knowledge, but also personal skills that are known as critical cross field outcomes in the new educational paradigm. The establishment of the National Qualification framework, led to an academic initiative that is based on transparent national standards and clear descriptions of learning outcomes. For higher education institutions in South Africa the implication was that all curricula of subjects, including Information Systems, had to be rewritten in terms of outcomes. Specialisation is essential for the Information System qualification, as it became apparent that information system applications and demands from industry are becoming specialised. In 1999 the IS-qualification was adjusted to provide for specialisation areas at Technikons in South Africa. Action learning integrates the theories and characteristics of several disciplines, amongst others, education, psychology, systems thinking, political science, ethics, anthropology and sociology. During the process of action learning, knowledge must be constructed by asking questions, processing information and applying the newly acquired knowledge. Links must be established between new knowledge and pre-knowledge. Action learning attempts to integrate the elements of knowledge, insight and practice, and states that there can be no learning without action and that no purposeful action can take place without learning, while the solving of a problem influences both the problem and the person that acts on the problem. Action learning satisfies all the requirements needed to address the knowledge, values, skills and behaviour that IS-learners should adhere to. Action learning stimulates the development of cognitive skills that are essential for the training ofiS-learners. The different types of information systems that are found in organisations are not isolated systems, but rather integrated systems that collaborate in order to support a business function. IS-learners should not only understand the development, but also the integration and implementation of these systems. From this it becomes apparent that action learning is a suitable teaching strategy for IS-learners. The classification of educational technology as well as a framework for the implementation thereof, is discussed in the study. According to the literature study and from results obtained from the empirical research, a teaching model is proposed that consists of the following three components: • Determinants that influence the teaching and learning scenario. These determinants include the National Qualification framework industry; technology infrastructure; institutional policy and outcomes based education. • The didactic triangle, in which the distinct roles of the learners (that can act as facilitators during action learning) and educators are discussed, as well as the outcomes for the subject Information Systems. • Action learning and the utilisation of technology as the teaching strategy within the proposed model. The proposed action learning and technology teaching model promotes a learner-centred approach and focuses on learning outcomes, rather than learning contents. The proposed model empowers learners as well as educators and makes provision for the use of technology within the financial constraints of institutions. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

In this study, the integration of technology in education and the application of action learning as a teaching strategy, are investigated through a literature study and with empirical research. The purpose is to develop a teaching model wherein technology can be effectively incorporated for the offering of the subject Information Systems (IS). The study also focuses on the nature and scope of the subject Information Systems, as well as the status concerning the subject Information Systems at Technikons in South Africa. Knowledge regarding technology quickly becomes obsolete and therefore IS-learners should have the means and skills to keep abreast of advances in technology. IS-learners not only need subject oriented knowledge, but also personal skills that are known as critical cross field outcomes in the new educational paradigm. The establishment of the National Qualification framework, led to an academic initiative that is based on transparent national standards and clear descriptions of learning outcomes. For higher education institutions in South Africa the implication was that all curricula of subjects, including Information Systems, had to be rewritten in terms of outcomes. Specialisation is essential for the Information System qualification, as it became apparent that information system applications and demands from industry are becoming specialised. In 1999 the IS-qualification was adjusted to provide for specialisation areas at Technikons in South Africa. Action learning integrates the theories and characteristics of several disciplines, amongst others, education, psychology, systems thinking, political science, ethics, anthropology and sociology. During the process of action learning, knowledge must be constructed by asking questions, processing information and applying the newly acquired knowledge. Links must be established between new knowledge and pre-knowledge. Action learning attempts to integrate the elements of knowledge, insight and practice, and states that there can be no learning without action and that no purposeful action can take place without learning, while the solving of a problem influences both the problem and the person that acts on the problem. Action learning satisfies all the requirements needed to address the knowledge, values, skills and behaviour that IS-learners should adhere to. Action learning stimulates the development of cognitive skills that are essential for the training ofiS-learners. The different types of information systems that are found in organisations are not isolated systems, but rather integrated systems that collaborate in order to support a business function. IS-learners should not only understand the development, but also the integration and implementation of these systems. From this it becomes apparent that action learning is a suitable teaching strategy for IS-learners. The classification of educational technology as well as a framework for the implementation thereof, is discussed in the study. According to the literature study and from results obtained from the empirical research, a teaching model is proposed that consists of the following three components: • Determinants that influence the teaching and learning scenario. These determinants include the National Qualification framework industry; technology infrastructure; institutional policy and outcomes based education. • The didactic triangle, in which the distinct roles of the learners (that can act as facilitators during action learning) and educators are discussed, as well as the outcomes for the subject Information Systems. • Action learning and the utilisation of technology as the teaching strategy within the proposed model. The proposed action learning and technology teaching model promotes a learner-centred approach and focuses on learning outcomes, rather than learning contents. The proposed model empowers learners as well as educators and makes provision for the use of technology within the financial constraints of institutions. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003