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The aims of this project hope to trace the factors affecting teachers' use of technology, with a concentration on Internet usage, and offer steps in helping teachers move toward integrating the Internet into their curriculum.

In order to test the ability of the Internet to supplement classroom instruction, an instructor-authored WWW site crashwhite.com was developed for two Berkeley High courses: Advanced Placement (AP) physics, and college-prep physics class. The website was intended to supplement classroom instruction by making classroom materials available to students and parents outside the classroom, and to facilitate increased teacher-parent, teacher-student, and student-student communication.

The purpose of this project is to explore the extent of interaction between teachers and foster children's social workers in regard to their education.

Thesis (M.A. Education (Curriculum Studies)) -- University of Limpopo, 2021 / The emergence of Web 2.0 and Web 3.0 resulted with digital classroom technology that changed learning spaces into interactive digital spaces. Changes in classroom digital technology has caused education ministries to make a substantial investment in digital technology infrastructure and teacher training, to prepare teachers to venture into the 4th Industrial Revolution. The advent of tablet and smart phone technologies created a platform for schools within developing economies to change from traditional classroom practices to digital classroom technology. The problem this study examined is the lack of classroom technology and connectivity, and teachers’ circumstances that makes them fail to transition to digital pedagogies. The purpose of the study was to investigate the levels of digital classroom technologies and teacher’s usage of technology in selected schools in Limpopo Province. This study was guided by three main research questions, namely, “What is the level of classroom digital technologies in schools? What is the teachers’ perceived level of usefulness of using digital classroom technology? Do teachers possess competencies required to influence teaching and student learning?” The study is qualitative in nature and the interpretivism paradigm and a theory of technology acceptance model were used to guide in assessment of this phenomenon. The study was premised within the interpretivism paradigm and qualitative case study approach was used. Interviews and document studies were used to collect data from 4 teachers, 4 heads of department (HoD) and 4 principals, who were selected from four case schools that participated in Limpopo CoLab school project. The findings of this study identified a low level of digital classroom technology integration in Limpopo project schools due to inadequacies of digital classroom technologies and lack of internet connectivity. Furthermore, teachers’ resistance to transit from teacher-centred pedagogy to learner-centred pedagogy; a lack of adequate teacher training on digital classroom technology; and failure in the implementation of e-education policy by case schools were identified as challenges faced by Limpopo Project Schools. The study concludes that schools that were serviced by Limpopo CoLab project lack digital classroom facilities to practice what were learnt during training. This study recommends the vi Department of Basic Education provides Limpopo schools with school connectivity and digital technologies. This study further recommends that training of teachers on the use of digital classroom technologies should be made a priority.

The purpose of the "In Time On Time TESOL" website for Teachers of English to Students of Other Languages (TESOL) is to provide adult-education teachers online access to classroom managing techniques, teaching and learning strategies, and online resources based on constructivism and adult-learning theory. The instructional design and navigation structure is based on Random Access Instruction (RAI) and hypertext theory.

This study was an attempt to explore and describe media utilisation from a Primary Science teacher's perspective, within a qualitative theoretical and methodological framework. A brief survey revealed what media was available in the schools, and observation and interview methods were used to give meaning to the media utmsation practice in schools. It was hoped that the results would assist in the construction of guidelines required to improve media use, and consequently science teaching in the rural primary schools. The inquiry revealed that apart from improving educational facilities, re-motivation of the science teachers was an essential ingredient in the search for ways of improving media use in Primary Science instruction / Educational Studies / M. Ed. (Didactics)

The main objective of the study was to explain how learning styles and instructional material influence students’ academic performance in some fundamental chemical concepts, and to integrate a specific learning styles model into the literatures of chemistry education and suggest how to apply it in the teaching-learning process of chemistry. To achieve the intended objective, a sequential explanatory mixed method design was applied. Out of 1676 science students in two preparatory schools, 326 participants were selected using a disproportionate random sampling and a sequential mixed method with a nested sampling strategy. Data were collected through Learning Styles Index, Chemistry test, and Semi-structured and open-ended questionnaire. The quantitative part of the data was analysed using descriptive statistics and inferential statistics including an independent sample t-test and multiple regression analysis. The qualitative part of the data was analysed using a framework analysis approach. This approach involves thematic analysis followed by comparisons both within and between themes, and between cases. The quantitative phase of the study found that the contributions of learning styles to academic performance in some fundamental chemical concepts have not statistically significant contribution. Therefore, it can be concluded that there was not any superior learning style that lead students to success in the fundamental chemical concepts considered in this study. The qualitative part of the study showed that the majority of students preferred the same nature of chemistry instructional materials. It also showed that nature of chemistry instructional materials used in the schools were different which can accommodate students’ with different learning styles. Based on the findings it is recommended that instructional designers and teachers take into consideration the representational nature of chemical concepts and then students learning styles when making instructional decisions. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Chemistry Education))

Pedagogical content knowledge (PCK), uniquely possessed by teachers, is the expert knowledge of teaching particular subjects. While researchers have probed into the connotation of PCK from the aspects of various subjects, this study explores an area of subject teaching not yet developed in the investigation of teachers' PCK: the PCK of experienced teachers of Senior Secondary Chinese Language, particularly its connotation, foundation, and changes after the curriculum reform. / The reform of the Chinese Language Curriculum in Hong Kong has released learning materials to schools without specifying prescribed texts. Schools are required to accommodate a school-based curriculum in view of the school and its students. To design such a curriculum demands a higher level of teachers' PCK. This study, by citing how teachers managed teaching materials, adopted a qualitative approach to investigate teachers' PCK. Using case study method and via purposeful sampling, this study identified six Senior Secondary Chinese Language teachers as research subjects. Two of them came from two schools which developed their own teaching materials, while the other four belonged to two other schools which employed textbooks. / The result revealed that the PCK possessed by these Senior Secondary Chinese Language teachers comprised five dimensions of knowledge: the knowledge of the purpose of subject teaching, the knowledge of student learning, the knowledge of curriculum content, organization and teaching materials, the knowledge of instructional strategies and representations, as well as subject knowledge. After the curriculum reform, the changes in the teachers' PCK were reflected mainly from their knowledge of student learning, knowledge of curriculum content, structure and teaching materials, and knowledge of instructional strategies and representations. Some teachers put more emphasis on developing students' language ability, demonstrating a change in their knowledge of the goal of subject teaching. Subject knowledge of the teachers, which was important to them when handling teaching materials, remained the same before and after the reform. The PCK of the teachers in this case study came from: teacher education and training programmes, practice and reflection, collaboration and study, the experience of curriculum development, collaborative lesson preparation, peer observation, internal and external professional exchanges, resource sharing, etc. / This study has three significant findings. First, among all the knowledge of teachers, PCK is independent. It is the expert knowledge of teaching particular subjects, as well as an integrated expression of various knowledge dimensions during subject teaching. Secondly, subject knowledge is one of the dimensions of teachers' PCK during subject teaching. It integrates with other knowledge dimensions to realize effects. Thirdly, the knowledge dimension of instructional strategies and representations of PCK has different scopes of application. "Strategies" refers to all kinds of pre-lesson instructional design, as well as the general instruction method during actual teaching. "Representations" refers to that during subject teaching, according to specific subject content and by adopting targeting approach, teachers modify the pedagogical content so as to make it more comprehensible to students. / 周健. / Advisers: Hin-Wah Wong; Ping-Kwan Fok. / Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: . / Thesis (doctoral)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 394-411). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Zhou Jian.

Thesis (MPhil (Information Science))--University of Stellenbosch, 2006. / ENGLISH ABSTRACT: We are in the era where Information and Communication Technologies (ICTs) are increasingly becoming as common as desks and chalkboard in our classrooms. Government, students, parents and the community at large are now expecting ICTs to be integrated in the school curriculum and to be used as tools of instruction.