The ability to utilise information and communication technologies (ICTs) has become a new literacy for the twenty first century. This literacy raises a number of challenges for teachers’ vis-à-vis their technical ability, knowledge and expertise in ICTs. These challenges are also identified by the White paper on e-Education as: participation in the information society, impact of ICTs on access, cost effectiveness and quality of education, and integration of ICTs in the teaching and learning process. There is a gap in the ability of learners and teachers to use ICTs effectively, to access online content, to create content of their own, to communicate and collaborate, and to integrate technology into teaching and learning. There is also little evidence of technology integration into classroom activities such as systematic planning and implementation of lessons. This study describes barriers to effective technology integration in senior secondary schools. This was a qualitative case study conducted in technology rich senior secondary schools in the Tshwane North District, Gauteng Province. Data was collected from semi-structured interviews with office-based and school-based officials, focus group interviews with learners, lesson observations and document study. The findings point to lack of ICT specialist teachers to teach students computer skills, lack of teaching experience with ICTs, lack of support from the Department of Education, insufficient technology resources and absence of desired integration of ICTs in the curriculum. The long term aim of the study is to make substantive recommendations on the integration of ICTs in teaching and learning. In conclusion, this study clearly indicates that there are schools around Gauteng Province with computer technologies that are not used for teaching and learning. Based on the research findings and suggestions for further research, a national strategy for designing and implementing computer technology policy should be developed in Tshwane North Region to integrate technology effectively into teaching and learning. This will help teachers to plan and teach with technology and assist learners to become technologically compliant with 21st century demands. / Educational Studies / D. Ed. (Curriculum Studies)

Thesis (MTech(Information Technology)) --Cape Peninsula University of Technology, 2012 / Due to the legacy of apartheid South Africa is facing developmental discrepancies with inequalities between the advantaged few in the more urban areas and the disadvantaged majority in the rural areas. With quality education being key, not only to the success of an individual but of a country’s development, efforts have been made to ensure equal access for all. ICT is seen as a key enabler to this end. The study investigated the status of ICT deployment and its integration into curricula in schools. The objective was to understand the factors affecting the efforts to achieve successful implementation of ICT integration into schools in underdeveloped areas, to understand the challenges that exist and ultimately, to inform solutions. A qualitative study was conducted, using a case study method. A purposive sampling method was used to select population elements; educators and school coordinators of ICT programs in Western Cape schools (i.e. Kulani Secondary, Sithembele Matiso Secondary, Macassar Secondary and Marvin Park Primary). To gain an understanding of the status quo, literature was explored and semi-structured interviews were conducted with ICT coordinators and educators within the 4 sampled schools. Activity theory was used to provide an analytical framework for the study. Through this framework the aims and objectives of the study were conceptualized and summarized to form a graphical representation of the phenomena under study. In spite of efforts to ensure universal access to ICT, the findings indicate that the status of ICT deployment and its integration into school curricula is far from favourable in underdeveloped schools.

Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-05-08T15:23:51Z No. of bitstreams: 2 Dissertação - Lisiée Manzoli Gonçaves Pereira - 2018.pdf: 2364960 bytes, checksum: 8549e395821c153662fa074784ea0915 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-05-09T11:25:05Z (GMT) No. of bitstreams: 2 Dissertação - Lisiée Manzoli Gonçaves Pereira - 2018.pdf: 2364960 bytes, checksum: 8549e395821c153662fa074784ea0915 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-09T11:25:05Z (GMT). No. of bitstreams: 2 Dissertação - Lisiée Manzoli Gonçaves Pereira - 2018.pdf: 2364960 bytes, checksum: 8549e395821c153662fa074784ea0915 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-04-04 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The effluent generated by the cosmetic industries, from industrial processes, tank washes and disposal of failed batches, are highly recalcitrant due to their complex chemical composition. The deposition of such liquids into water bodies must follow a series of environmental parameter values established by local and federal legislation so that they do not negatively affect the receiving environment and its ecosystems. Traditional wastewater treatment methods sometimes fail to satisfactorily remove their contaminating potential. Therefore, this work aims at integrating two treatment technologies, Fenton’s reagent and adsorption, in order to achieve maximum removal efficiency in the values of environmental and water quality control parameters. Wastewater from a cosmetics industry in the metropolitan area of Goiania (state of Goias, Brazil) was used as object of this study. The environmental parameters analyzed were: color (via absorbance analysis), total iron, organic matter (via chemical oxygem demand analysis), total phenols, pH, turbidity, conductivity, dissolved oxygen, initial and residual H2O2 and total solids. They were analyzed on the pretreated wastewater, after the Fenton’s reagent treatment, after adsorption, and after the combined processes. The adsorbent was characterized by elemental analysis (CHN), thermogravimetry (TG/DTA), adsorption and desorption of N2 and infrared spectroscopy. In the Fenton’s reagent treatment, factorial design 23 was performed for the factors: Fe2+ and H2O2 concentrations and pH, in order to outline the process parameters. From these data, other Fenton assays were performed by opening Fe2+, H2O2 and pH concentration bands to evaluate their influence on the removal of the environmental parameters mentioned above. The best results were obtained in Fe2+ 184.21 mg L-1; H2O2 concentration at 1300 mg L-1, and pH at 3.5. Subsequently, the wastewater treated via Fenton’s reagent was subjected to the adsorption process, in which seven types of activated carbon were tested. The activated charcoal which presented the best efficiency at removing environmental parameter values was submitted to kinetic tests at different temperatures and contact times. The equilibrium time was reached in 16 minutes (tested in the range of 4min to 24h), and for the different temperatures it was observed that its increase did not contribute significantly to the process efficiency (tested in the range of 20 to 60ºC). The integration of the two technologies presented the following percentages of global variation: chemical oxygem demand: -73.58%; turbidity: -97.65%; conductivity: -5.36%; dissolved oxygen: + 141.24%; total phenols: -81.77%; total iron: -69.97%; hydrogen peroxide: -97.78%; total solids: -46.37%; total fixed solids: -30.57%; total volatile solids: -46.65%; absorbance at 200 nm: -36.38%; absorbance at 400 nm: -77.37%. The pH, total iron and hydrogen peroxide parameters were controlled in the Fenton’s reagent process. / O efluente gerado pelas indústrias de cosméticos, proveniente de processos industriais, lavagens de tanques e descarte de lotes falhos, são altamente recalcitrantes devido à sua complexa composição química. A deposição de tais líquidos em corpos d’água deve seguir uma série de valores de parâmetros ambientais legislados para que não afetem de maneira negativa os meios receptores e seus ecossistemas. Por vezes, os métodos tradicionais de tratamento de efluentes não conseguem remover seu potencial poluidor de maneira satisfatória. Assim, a proposta deste trabalho foi integrar duas tecnologias de tratamento, reagente de Fenton e adsorção, a fim de alcançar máxima eficiência de remoção nos valores dos parâmetros de controle ambiental. O efluente real de uma indústria de cosméticos na região metropolitana de Goiânia foi utilizado como objeto de estudo. Os parâmetros ambientais analisados foram cor (por absorbância), ferro total, matéria orgânica (por demanda química de oxigênio), fenóis totais, pH, turbidez, condutividade, oxigênio dissolvido, H2O2 inicial e residual e sólidos totais, nos efluentes pré-tratado, pós-Fenton e final (pós-Fenton seguido de adsorção). O adsorvente foi caracterizado por análise elementar (CHN), termogravimetria (TG/DTA), adsorção e dessorção de N2 e espectroscopia de infravermelho. Para dar início ao tratamento via reagente de Fenton, foi realizado planejamento fatorial 23, para os fatores, concentração de Fe2+, concentração de H2O2 e valor de pH, a fim de delinear os parâmetros do processo. Destes dados, outros ensaios de Fenton foram realizados abrindo-se faixas de concentração de Fe2+, H2O2 e valor de pH, para avaliar a influência dos mesmos na remoção dos parâmetros ambientais supracitados. Os melhores resultados foram obtidos em concentração de Fe2+ 184,21 mg.L-1; concentração de H2O2 em 1300 mg L-1, e pH em 3,5. Em seguida, o efluente pós Fenton foi utilizado no processo de adsorção, em que foram testados sete tipos de carvões ativados nos ensaios. Para o carvão ativado que apresentou melhores resultados para os parâmetros ambientais supracitados, foram realizados testes cinéticos em batelada e com diferentes temperaturas. Na cinética, o tempo de equilíbrio foi atingido em 16 minutos (teste na faixa de 4min-24h), e para as diferentes temperaturas observou-se que o aumento da mesma não contribuiu significativamente na eficiência do processo (teste na faixa de 20 - 60ºC). A integração das duas tecnologias apresentou os seguintes percentuais de variação globais: demanda química de oxigênio: -73,58%; turbidez: -97,65%; condutividade: -5,36%; oxigênio dissolvido: +141,24%; fenóis totais: -81,77%; ferro total: -69,97%; peróxido de hidrogênio: -97,78%; sólidos totais: -46,37%; sólidos fixos totais: -30,57%; sólidos voláteis totais: -46,65%; absorbância em 200nm: -36,38%; sbsorbância em 400nm: -77,37%.

Nos últimos tempos, um dos aspectos da tecnologia de informação (TI) que tem recebido destaque é o da arquitetura de TI, entendida como o conjunto de políticas e escolhas técnicas de padronização e integração para viabilizar as estratégias de negócios da empresa. Esta pesquisa tem como objetivo analisar o processo de gestão e examinar as influências sobre as decisões de arquitetura de TI sob as lentes da teoria institucional e da teoria da escolha estratégica através de estudos de casos comparados. A influência institucional pode ser proveniente de uma ação externa ou de algo interno à organização, enquanto a influência estratégica está relacionada com a ação voluntária dos gestores. O caso de uma empresa de grande porte, que possui maior formalização de suas políticas, foi comparado com outra de médio porte, que está em um estágio de maturidade de arquitetura menos avançado. As duas organizações, apesar de haver diferenças em relação ao uso da arquitetura de TI, apresentaram resultados semelhantes relacionados à atuação dessas duas influências. Ambas as influências agem em conjunto, a estratégica foi a mais mencionada pelos entrevistados e a institucional apareceu pontualmente em alguns tipos de decisões. / Recently, information technology (IT) architecture has been in the spotlight as it is considered a set of policies and technical choices that reflects integration and standardization requirements for assisting enterprise business strategies. The aim of this study is to analyze its management and to examine the influences on IT architecture decisions by viewing it through the lens of institutional theory and strategic choice theory using case study methodology. Institutional influence can be the result of an external action or the output of something embedded within the formal organizational structure whereas strategic influence is related to voluntary behavior of managers. A large company with extensive internal policy formalization was compared to a midsize company with a less mature architecture level. In spite of their differences in architecture purposes, similar findings appeared in both organizations. These two types of influences act together. The strategic ones are more mentioned during interviews whereas the institutional ones appear in specific decisions types.

Effectively integrating technology into classroom instruction presents teachers with several dilemmas about their understanding of how students learn, their approach to designing learning activities, and their conceptualization of their role as teachers (Windschitl, 2002). Using the Technological Pedagogical Content Knowledge (TPACK) model (Koehler & Mishra, 2005, 2009; Mishra & Koehler, 2006) as the conceptual model undergirding the research, this study was designed to build evidence towards establishing the validity and reliability of a measurement instrument employed to assess the technological, pedagogical, and content knowledge teachers utilize, as well as gain an understanding of how this knowledge is affected by teacher beliefs about technology use in classroom practice. Three contextual factors were also investigated, namely leadership support for technology, teaching self-efficacy, and traditional beliefs about children. Structural equation modeling (SEM) was selected for analyzing data gathered in this research design. The relationships among four latent factors and three latent variables were examined using measurement models to determine a final structural model. Results (N = 75) suggest that the TPACK-deep scale has potential as a measure of teachers’ beliefs about their technological, pedagogical, and content knowledge. The findings yielded by the present exploratory study pertain to Design, Exertion, Ethics, and Proficiency—which are considered the four factors of the TPACK-deep scale (Kabakci-Yurdakul et al., 2012). Furthermore, this study’s findings indicate positive predictive relationships between leadership support for technology and teachers’ beliefs about using technology in their classrooms. While positive predictive relationships between teachers’ teaching self-efficacy and their beliefs about technology integration in classroom practice were found, no statistically significant association between teachers’ beliefs about using technology and their traditional beliefs about children could be established for three (Design, Exertion, Ethics) of the four TPACK-deep factors under investigation.

No description available.

Schools all over the world are embracing technology because they view technology as a catalyst to improve teaching and learning, leading to further investment in technology initiatives for school improvement. The 1:1 teacher laptop program is one such initiative that continues to gain interest and momentum. Despite widespread adoption, teachers continue to face challenges with the use of technology. Furthermore, while research has indicated that teacher technology efficacy is a significant enabling factor for technology use, there is limited evidence for how the 1:1 teacher laptop program has influenced teacher technology efficacy. The purpose of this qualitative pragmatic study was to describe the perceptions and experiences of teachers who participated in a 1:1 teacher laptop program at an international school in relation to teachers' technology efficacy. The study was framed through the model of adult learning proposed by Knowles and the construct of self-efficacy posited by Bandura. Thematic analysis was used to analyze data. Findings from this study identified 7 overarching themes: access to the teacher laptop, change in practice, support structures, concerns and barriers, attitude towards technology, self-directed learning, and perceived value. Interpretations revealed that while participants were positive about the program and acknowledged that the program helped raise their technology efficacy, participants also shared concerns. This study adds to the body of knowledge for an understudied topic and provides teachers a voice to influence implementation fidelity. This study also contributes to social change by adding a global perspective through experiences at an international school to inform school leaders to prepare teachers to use technology effectively to improve student learning.

The past decade has become rife with an eagerness to integrate new digital technology into teaching. While there have been decades of research done on the importance of curriculum and pedagogy on student engagement, findings of actual technology integration are scarce. Moreover, what does it take to engage students in classroom activities and lessons when technology is introduced? The purpose of this study was to explore how digital technology, when integrated into classroom teaching and activities, impacted the students-classroom engagement based on the interim-cognitive, meta-cognitive, motivational, and behavioral markers. This was explored in a Texas public high school across the four core classes (English, Math, Science, and Social Studies. Data was collected in the form of observational field notes, transcripts of recorded lessons, and Likert-scaled surveys. Thematic analysis was used in analyzing qualitative data, Pearson’s correlation of those components found by factor analysis verified three of the five themes identified from the thematic analysis with statistical significance. The findings suggest that mere use of technology does not have a profound impact on student engagement. Instead, technology tends to amplify the existing classroom culture and social norms agreed upon between the teacher and their students. Texas teachers and students are also redefining the meaning of curriculum to include technology as a result of the attempted integration. This research finds that students’ hands-on activities under teachers’ guidance with the use of technology excel when teachers are molding digital work.

The purpose of this study was to explore Turkish kindergarten early career stage teachers’ self-efficacy beliefs towards technology and their technology integration practices in their classrooms by answering: What are self-efficacy beliefs of Turkish kindergarten early career stage teachers towards technology? How do Turkish kindergarten early career teachers integrate technology into their classrooms’ instructions? The study was designed as a qualitative multiple case study and guided by Bandura’s (1986) social cognitive theory and Mishra and Koehler’s (2006) TPACK conceptual framework. I conducted this study in Istanbul, where is the most crowded and metropolitan city in Turkey. The schools were chosen by the Ministry of National Education (MoNE) after the permissions were received from IRB and MoNE, and the participants were assigned by the directors of schools based on research criteria. Participants were chosen purposefully, and there were four female kindergarten teachers in their early career stages, which were identified based on Steffy, Wolfe, Pasch and Enz (2000)’ stages: novice teacher and apprentice teacher, teaching five-year-old students at technologically well-equipped classrooms, and who had a bachelor’s degree in preschool teaching. Data was collected from three sessions of semi-structured interviews and two sessions of observation based on TIM-O. Data was coded and analyzed based on Technological Pedagogical Content Knowledge (TPACK) to make sense teachers’ technology self-efficacy beliefs towards technology and Technology Integration Matrix (TIM)’s to understand their technology practice into classroom instructions.

In an urban Georgia school district, teacher satisfaction surveys revealed that technology-based professional development was not equipping teachers with the skills or support needed to implement technology into their teaching practices. The purpose of this mixed-methods case study was to explore teachers' experiences and perceptions of technology-based professional development and its effect on self-efficacy. Guided by Piaget's constructivist theory, this study was based on the perspective that teachers often construct knowledge rather than gain it. Guiding questions explore the experiences teachers have had with technology integration in daily teaching practices, their self-perceived competency level and self-efficacy regarding technology, their attitudes about provided professional development and time and resources provided for their collaborative professional work, and perceptions about their technology related professional development needs. A purposeful sample of 35 teachers was used to collect quantitative data through a survey and 8 of these teachers were interviewed. Interview data were transcribed, coded, and member checked. Three themes emerged: teacher-centered versus student-centered use; necessity of differentiated professional development; and lack of support, resources, and time. Descriptive analysis revealed that most teachers were using technology daily. Factors contributing to the frequency and quality of technology use included resources, support, and self-efficacy. As a model intervention, the final outcome is a comprehensive professional development plan to provide teachers with a platform to share and improve their teaching practices, which when implemented will offer positive social change, in the form of support for these and other teachers, which will lead to improvements in teaching and learning and achievement of educational outcomes.