This study investigates the current status of integration and implementation of ICT practice in Jordanian kindergartens, stakeholders' understanding of policy recommendations for ICT integration, obstructions to the implementation of ICT practices in ECE, and the types of ICT practices used in ECE and their effects on children's development.

A research submitted in fulfilment of the requirements of the degree of Master of Education / It is increasingly becoming important for students to have a good command of technology for them to succeed at higher institutions of learning (Calderhead, 2011; Brown & Czerniewicz, 2010). However, there are still inequalities that exist in democratic South Africa. This may challenge the academic performance of students from various backgrounds who come to the university with a lower level of Information and Communication Technology (ICT) skills. This study investigated the first-year university students’ perceptions and experience, attitude and intention to use Information and Communication Technology (ICT) to access learning at the University. Nine Thousand One Hundred and Ninety-Five (9195) first year university students were involved in the study. The researcher used a quantitative method research design, followed by qualitative findings which were used to complement the quantitative results. Even though most first-year students had a positive attitude towards the use of technology at the university, the majority of students did not feel self-efficacious in the use of personal computers (PC) and online tools. Therefore, as means to get a better understanding of each student’s skill set, an ICT competency test was administered. Students who did not pass this competency test were required to attend digital literacy training. Many students lacked the confidence to even attempt the test and opted to sign up for computer literacy training. About 70 % of the students who participated in the test before training scored below the set score of 80%. The researcher and team, then provided them with Digital Skills for Students training including skill sets for the university’s Learning Management System (LMS). After we trained the students, we again administered the post-test to observe if there were any changes. The post-test showed a significant average increase of 30 % in students’ ICT competency skills. It, therefore, became clear that inasmuch as today’s first-year university students are known as digital natives, they still require the training on digital tools for them to succeed at the university. The results also indicate that these students gained positive attitudes after acquiring digital skills for learning, altering their perceptions of technological knowledge. The usefulness of these digital tools, as well as ease of access, are significant predictors of student’s acceptance and intention to use ICT for learning. / NG (2020)

"2002年7月31日". / 論文(哲學碩士)--香港中文大學, 2002. / 參考文獻 (leaves 168-181). / 附中英文摘要. / "2002 nian 7 yue 31 ri". / Lun wen (zhe xue shuo shi)--Xianggang zhong wen da xue, 2002. / Can kao wen xian (leaves 168-181). / Fu Zhong Ying wen zhai yao. / 目錄 --- p.i / 目錄摘要 --- p.iii / Abstract --- p.iv / 鳴謝 --- p.v / Chapter 第一章 --- 緒論 --- p.1 / Chapter 1.1. --- 研究背景 --- p.1 / Chapter 1.2. --- 硏究意義 --- p.2 / Chapter 1.3. --- 研究目的與研究問題 --- p.3 / Chapter 第二章 --- 文獻綜述(I) --- p.8 / Chapter 2.1. --- 何謂資訊科技教育 --- p.8 / Chapter 2.2. --- IT的重要性：一個「資訊年代」的議論 --- p.9 / Chapter 2.3. --- 推行資訊科技教育的理念 --- p.10 / Chapter 2.4. --- 香港資訊科技教育的實施策略 --- p.11 / Chapter 2.5. --- IT的憧憬與現實：如何實施的問題 --- p.14 / Chapter 第三章 --- 文獻綜述(II) --- p.22 / Chapter 3.1. --- 「課程實施」的理論探索 --- p.22 / Chapter 3.2. --- 資訊科技教育下的教師角色與工作 --- p.32 / Chapter 3.3. --- 「教師工作」與「課程實施」的互動 --- p.41 / Chapter 3.4. --- 小結 --- p.49 / Chapter 第四章 --- 硏究設計與方法 --- p.50 / Chapter 4.1. --- 硏究的思考進路與理論架構 --- p.50 / Chapter 4.2. --- 硏究方法 --- p.52 / Chapter 4.3. --- 資料搜集與分析 --- p.56 / Chapter 4.4. --- 硏究信度與效度 --- p.62 / Chapter 4.5. --- 硏究倫理問題 --- p.63 / Chapter 4.6. --- 硏究限制 --- p.64 / Chapter 第五章 --- 資料整理及分析 --- p.66 / Chapter 5.1. --- 受訪者的背景資料 --- p.66 / Chapter 5.2. --- 受訪者所屬學校的IT政策 --- p.72 / Chapter 5.3. --- 「甚麼是資訊科技教育´」ؤ教師的定義 --- p.77 / Chapter 5.4. --- 教師如何使用IT --- p.83 / Chapter 5.5. --- 從教師工作處境脈絡理解資訊科技教育的實施 --- p.87 / Chapter 5.6. --- 教師工作的自主與被動 --- p.120 / Chapter 5.7. --- 實施資訊科技教育與教師工作分配 --- p.124 / Chapter 5.8. --- 教師工作的自我界定 --- p.135 / Chapter 第六章 --- 問題討論及結果歸納 --- p.139 / Chapter 6.1. --- 有關硏究問題的討論 --- p.139 / Chapter 6.2. --- 硏究結果的要點歸納 --- p.150 / Chapter 第七章 --- 啓示與總結 --- p.152 / Chapter 7.1. --- 研究結果的啓示 --- p.152 / Chapter 7.2. --- 對政策發展的建議與反思 --- p.157 / Chapter 7.3. --- 結語 --- p.164 / 參考書目 --- p.168 / Bibliography --- p.170

Submitted in fullfilment of the requirements for the Degree of Master of Education (Educational Management) in the Department of Educational Planning and Administration in the Faculty of Education, University of Zululand, 2006. / Technology is a key subject with in C2005-RNCS and is targeted as a learning area which will contribute towards preparing learners for their roles in society and in the world of work. School principals are tasked with the responsibility of ensuring that Technology as a learning area is successfully implemented at schools in line with national and provincial guidelines. This research examined management of the curriculum with specific reference to Technology as a learning area. The management role of principals is central to implementation of this learning area, including provision of resources for teaching and learning and assignment of technology education to qualified educators. A literature review was undertaken to establish the relevant technical knowledge and professional skills that the principal would be required to possess in order to bring about meaningful changes and to implement Technology education. The study revealed that there are challengers regarding management of Technology curriculum and resources to implement the learning. The study also revealed that in spite of barriers to successful implementation school principals have devised measures to implement and manage the curriculum, including communicating with the interest groups.

by Leung Chi-mei, Doris. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 78-86). / by Leung Chi-mei, Doris. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / LISTS OF TABLES --- p.vi / LIST OF FIGURES --- p.vii / Chapter Chapter 1 --- Introduction --- p.1 / Background of the Study --- p.1 / Purpose of the Study --- p.3 / Significance of the Study --- p.4 / Hypotheses --- p.5 / Chapter Chapter 2 --- Review of Literature --- p.6 / Definition of Cooperative Learning --- p.6 / Basic Elements in Cooperative Learning --- p.7 / Positive Interdependence --- p.7 / Face to Face Promotive Interaction --- p.8 / Individual Accountability --- p.8 / Small Group Skills --- p.9 / Group Processing --- p.9 / Theoretical Basis --- p.10 / Motivational Aspect for Cooperative Learning --- p.10 / Cognitive Aspect for Cooperative Learning --- p.13 / Research on Basic Elements of Cooperative Learning --- p.17 / Research on Using Cooperative Learning in Higher Education --- p.24 / Negative Comments on Cooperative Learning --- p.28 / Summary --- p.29 / Chapter Chapter 3 --- Methodology --- p.31 / Design of Study --- p.31 / Sample --- p.33 / Treatment --- p.34 / Schedule of the Research Study Procedures --- p.39 / Variables --- p.41 / Instrumentation --- p.42 / Data Analysis Procedures --- p.45 / Chapter Chapter 4 --- Results --- p.46 / Reliability of Instrument --- p.46 / Test for the Null Hypotheses --- p.47 / Hypothesis One --- p.47 / Hypothesis Two --- p.53 / Hypothesis Three --- p.61 / Chapter Chapter 5 --- Discussion and Limitations --- p.64 / Discussion --- p.64 / Students' Achievement Measurements --- p.64 / Ability Level of Student --- p.67 / Instructional Strategy and Ability Level of Student --- p.67 / Students' Attitudes towards Instructional Media and Learning Conditions --- p.70 / Limitations of the Study --- p.71 / Chapter Chapter 6 --- Conclusions and Recommendations --- p.73 / Conclusions --- p.73 / Recommendations --- p.75 / For Practice --- p.75 / For Future Research --- p.76 / BIBLIOGRAPHY --- p.78 / APPENDIX A Course Syllabus of First Year Units of Educational Technology --- p.87 / APPENDIX B Lesson Plan for Cooperative Learning --- p.101 / APPENDIX C Frequency of Media Use --- p.119 / APPENDIX D Attitude Inventory --- p.120 / APPENDIX E Instructional Media Rating Form --- p.122 / APPENDIX F Item-total Statistics of Part I of the Attitude Inventory (N=95) --- p.123 / APPENDIX G Item-total Statistics of Part II of the Attitude Inventory (N-95) --- p.124

published_or_final_version / Education / Master / Master of Education

This qualitative study focused on a Technology Education programme for farm school teachers in the Eastern Cape province of South Africa. These teachers were faced with the challenge of incorporating Technology Education into their curriculum. The study was conducted within the context of an investigation into the conceptual nature of technology and an exploration of the theoretical underpinnings of Technology Education within both the international and South African context. Technology Education is being introduced into the South African curriculum against a background of educational transformation and the building of capacity to solve real life problems. This calls for a curriculum that will empower learners to be innovative, creative and skilled problem solvers. The introduction and incorporation of Technoiogy Education into the school curriculum poses a formidable challenge to farm schools in particular. Their unique history of neglect and legacy of underqualified teachers has made the introduction of any curriculum innovation process very difficult and challenging. This study analyses how an introductory Technology Education programme for farm school teachers in the Winterberg area of the Eastern Cape impacted~ on the teachers' professional and personal lives. It shows the importance of developing teclpological skills in conjunction with life skills in cO.ntributing to the empowerment, both in the work place and in the wider context, of rural school teachers. It highlights the need for supportive in-service education programmes and strengthens the argument for an integrative and mulitidisciplinary approach to the introduction of Technology Education in farm schools. Data was collected by means of questionnaires, interviews and photographs.

Succesful computer technology use can be achieved through teachers, students, and support from staff members, administrators, and even parents. Technology needs to continue to be a standard that all teachers and students strive to meet as they do all other standards in school. Innovative and sucessful teachers use technology in their daily lesson plans, lesson implementation, and use it as motivation for their students.

The study aimed at developing a curriculum for technology teacher education and training for technology teachers teaching Grade R-9 in South African schools. The study was motivated by the national implementation of Curriculum 2005 as well as the Revised National Curriculum Statements Grades R-9 to be implemented from 2004. The cognitive framework was illuminated by the conceptualisation of technology education and examined the philosophical foundation and theoretical context of technology education, including the historical background of technical education in relation to teacher training in South Africa. The Norms and Standards for Educators as a benchmark for teacher education and training programmes is explored. Moreover, a conceptual framework for the proposed curriculum was investigated. This involved an analysis of selected educational philosophies and their influence on curriculum development, various curriculum approaches and models, including outcomes-based education, a needs analysis and curriculum evaluation and assessment. A small-scale empirical investigation using qualitative and quantitative approaches was carried out. Questionnaires designed for educators of the Technology Learning Area and educators of technical subjects were used to gather data. The empirical investigation comprised a needs analysis of the curriculum development process. To ascertain validity and reliability of findings, instruments were subjected to a pilot study. Data were analysed by a MS Excell spreadsheet computer programme and findings presented in tables and graphs. The curriculum for technology teacher education and training, particularly curriculum content, was based on the empirical findings and the philosophical foundations discussed in the literature review. The proposed curriculum stresses the importance of partnership between schools and industry and resulted in the following outcomes: * knowledge of technology education; * applied and integrated teaching competence; * applied and integrated assessment; * recommendations for improving the school-industry relationships through partnerships programmes emphasising the design of technological projects. Finally, the following recommendations emanated: * improvement of technology teacher education and training programmes in higher education; * development of expertise in the teaching and learning of technology; * resurgence of research in the teaching and learning of the technological design process. / Educational Studies / D. Ed. (Didatics)

Submitted in fulfillment of the requirement of the Degree of Magister of Technology: Language Practice, Durban University of Technology, 2012. / Outcomes-based education compelled South African teachers to make an important paradigm shift in education from a teacher-centred approach to a learner-centred approach. This paradigm shift in teaching and learning emphasised an active participation of learners which necessitated Technology Education (TE) teachers to restructure their teaching strategies in terms of the National Curriculum Statement (NCS). Conducted within a constructivist paradigm, this study was based on Shulman‟s (1986, 2004) theory of pedagogical and content knowledge, and Vygotsky‟s (1978) zone of proximal development within social constructivism. Using a mixed method approach, this study investigated teachers‟ understanding and implementation of the design process as it relates to teaching TE in the intermediate and senior phases (Grades 4–9) of the General Education and Training Band in KwaZulu-Natal. The study also considered the training of TE teachers in a bid to facilitate teaching and learning in the classroom and to enable learners to become creative and critical problem solvers. Analysis of the questionnaire and semi-structured responses revealed that teachers were interpreting and implementing policy differently and that they were not adequately trained to teach TE. As a result, classroom practice in terms of teaching and learners‟ experience of the design process in TE also differed. Valuable lessons were learned in this study for the structuring of training programmes for teachers in Technology Education to enhance teaching and learning in the classroom. Therefore, based on the findings, this study makes recommendations regarding teaching, learning, assessment, and training of teachers in TE.