M.Ed. (Media Studies) / In the present career orientated education no guidelines exist for the utilisation of media in the teaching of Mechanotechnology. In this study research is undertaken in the various teaching methods and the concomitant integration of media to make the teaching of Mechanotechnology easier. Firstly, the nature of the subject, as well as the defining of aims and objectives, is investigated. The various levels of aims and objectives are discussed with reference to Bloom's theories of learning. In the study reference is also made to the taxonomies and learning objectives according to De Block's study. In lesson planning it is very important to establish the background situation of learners. Various factors play an important part in this case, like, for example, intelligence, reading ability, background knowledge and development. After the level of knowledge has been established, the lecturer can decide upon a particular teaching strategy. The teaching strategy determines the method according to which the lecturer may best unlock the selected content for the pupil. an acceptable strategy is Maarschalk heuristic model. A distinction is made between heurostentic and ostensive approaches, with a variety of blended forms in between. It is clear that a didactic situation can bot be easily conceived without media. A given teaching medium may be applied in various ways. Modern technology provides the possibility to present particular objects or events in a variety of ways. Media integration may, however, not be taken lightly but must be preceded by systematic planning. The lecturer must make sure that optimal learning gain is obtained.

Submitted in fulfillment for the requirements of the Degree of Master of Education in the Department of Didactics in the Faculty of Education at the University of Zululand, 1997. / Due to a rather weak performance of the economy and rising unemployment in South Africa a serious need of upgrading the South African education system was deemed necessary. The introduction of technology education into the genera! school curriculum was considered to be a possible means of improving the content and developing skills required by industry. As technology education is project driven, this study set about the investigation of identifiable criteria which may be applied by teachers to the selection of suitable projects in technology education courses. These criteria were considered to be essential to ensure equality between urban, rural and culturally diversified learners with special emphasis on previously disadvantaged pupils in a post-apartheid educational system. This study is concluded with a check-list (table 34) consisting of five main criteria and twenty sub-criteria for teachers to apply when making choices of technology projects based upon sound didactic principles. Chapter one orientates the reader into the background of the study, the problems and hypotheses. Chapter two provides a detailed empirical overview of five main criteria: SOCIO-ECONOMIC BACKGROUND, DEVELOPMENTAL LEVEL, PROBLEM SOLVING, MOTIVATION and MEANINGFUL TRANSFER OF KNOWLEDGE These criteria were derived from a literary study of didactic sources which provided a sound basis for their foundation. Chapter 3 investigates the possibility of using the principles of general and strategic management planning to facilitate a technology education programme and project theme. There is also an overview of the methodology required for the lorry project tested in this study and the conditions at the pilot schools. Chapter 4 provides the quantrtative results gathered via a questionnaire to 380 pupils (205 pupils from "disadvantaged" urban schools and 175 pupils from "disadvantaged" rural schools) at the eight pilot schools described by this study. There is also an overview of the findings related to these results presented in tabular form. Chapter 5 analyses the findings presented in chapter 4 and forms the qualitative results of the study. The reader is directed specifically to the detailed criteria (classified as sub-criteria which support the five main criteria) required by technology education teachers when projects are to be selected. Chapter 6 concludes the study with logical conclusions, guidelines and recommendations to teachers, education planners, curriculum developers and administrators who are the agents to promote educational change in Kwazulu Natal. A check-list with a simple yes/no response (table 34) is presented for the convenience and application by teachers when selecting technology education projects.

D.Ed. / The use IT is increasingly becoming a reality in education in South Africa (SA). Despite this very few historical black universities (HBU's) utilize it in the training of their student teachers. For this reason the use of IT by student teachers in the historical black universities in the Northern Province has been disappointing. This study raises questions for investigation regarding the use of information technology in initial teacher education (ITE) in the Northern Province (South Africa), which ultimately enabled the researcher to generate an approach for the implementation of IT in initial teacher education in Universities in the Northern Province. In order to reach possible solutions for the stated problem and to suggest an approach for the implementation of IT in ITE, a literature study on information technology in initial teacher education was undertaken. An empirical study was also conducted which included: • Interviews with deans of the schools of education (faculties of education) in the two Universities in the Northern Province. • HOD's of the department of Educational Practice (The department of Curriculum Studies and Teachers Education). • Lecturers in the faculties of Education (School of Education) • HED & UED student teachers at these two universities. • Computer Centre Personnel at these two institutions. • Colleges of Makhado and Mokopane were also visited with a view to observe what was happening in terms of IT training and, to interview rectors and lecturers responsible for IT training.

No description available.

Studies (Alavi, 2000, Conole, 2004, Birch & Burnett, 2009,) reveal that technology has been capable of enhancing teaching and learning in various contexts. It is within such a context that this study investigated the utility of Learning Management System (LMS) in postgraduate teaching and learning at the Faculty of Education in the South African university. My focus was the experiences of both academic staff and postgraduate students in relation to the learning opportunities and challenges accompanying LMS as used as a teaching and learning platform. This study employed a mixed methods approach (a combination of quantitative and qualitative approaches), which was implemented in two phases, following a sequential order (Tashakkori & Teddlie, 2003). In phase one, a quantitative approach was employed. This approach engaged students in completing a questionnaire that comprised of close and open-ended questions. Furthermore, simple random sampling was applied to select the respondents for data production in this phase. In the second phase a qualitative approach, concerned itself with the production of in depth data). The sub-sample of the population from the questionnaire was used in the focus group and individual interviews with educational technology students. All those participants whose responses spoke better to the critical questions were selected. Three academics were selected for individual interviews. Convenience purposive sampling (Henning, 2004) was applied for the selection of the participants in this level. Non-participatory observation was applied for triangulation purposes. In terms of analysis, thematic analysis was used (Aronson 1994), with charts and statistics representing quantitative data and texts representing qualitative data. By means of guided analysis, research findings were interpreted (Hammonds, 1976). In order to discuss all these findings, the principle of construct-connect theory (Gagnon & Collay, 2000: Siemens: 2004) was used. The results revealed that both selected academics and postgraduate students knew the capabilities and challenges of the LMS. The implications of these capabilities and challenges for teaching and learning were discussed. The research concluded with a set of recommendations to ensure, the effective use of Learning Management System to support teaching and learning in the postgraduate sector. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

There is no abstract available for this dissertation.

Thesis (MTech (Information Technology))--Peninsula Technikon, 2003 / This study was initiated following an investigation into using an Integrated Project (IP) as a learning experience to improve the skills of students at Peninsula Technikon. The literature reviewed indicated a variety of skills required for IT staff in general, but no importance was indicated for the various skills. The objectives of the study were: To identify the critical skills from literature and industry for entry-level software developers; 2 To determine from the lecturing staff's perspective, which skills they regard as the critical skills for entry-level software developers; 3 To determine from the students' perspective, whether the IP had equipped them with skills needed to be effective in the workplace; and 4 From the findings of the study to identify the components of a potentially effective lP. To fulfill the objectives, data was gathered by means of various questionnaires completed by industry representatives, lecturers and students. The results of the study revealed that a mismatch existed between the skill importance rating of companies and the skill ratings of students, especially with regard to their Programming and Database skills. The study further revealed that the JP did not contribute more to the skills competence of students than the other forms of learning experiences. The JP should provide the vehicle to increase students' skill competency levels and deeper understanding. by including the critical skills required by industry. The key skills identified from this study for an entry level software developer to be productive in industry namely, Debugging/Error Trapping, Teamwork! Group work, General Programming, Database Relationships, Data-Access and Written Communications should be included in the JP. It is possible that a well designed JP can narrow the gap between industry expectations and student performance.

M.Ed. (Curriculum Studies) / Please refer to full text to view abstract

Thesis (MEd)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: This thesis investigates the implementation of Technology as a learning area in the South African school curriculum. This investigation is done within the context of three articles contained in chapters two, three and four. Article one, chapter two, investigates the readiness of educators to implement Technology in the classroom. A survey was done by means of interviews and a questionnaire. The interviews and questionnaire focused on three critical questions to determine the readiness of educators, namely • A conceptual understanding of Technology as learning area; • The type of technology suitable for the South African curriculum; and • The extent of government support to implement Technology successfully. The findings suggest that educators do have a conceptual understanding of Technology and that they emhasized the use of technology within the curriculum that suits local conditions. It identified the lack of government support as the biggest problem facing the successful implementation of Technology. Article two, chapter 3, investigates Technology as part of the Outcomes- Based Curriculum 2005. It is a theoretical study that discuss the relevance and purpose of Technology as learning area in the new curriculum. It finds that the position of Technology as learning area in the curriculum is unequivocal. It proved that there is a strong link between technological innovation, economic growth and social development. It suggest, therefor, that Technology is a catalyst for economic growth and social development. Article three, chapter four, invetsigates how Technical Drawing as subject from the old dispensation can be reconciled with Technology as a learning area. It finds that Technical Drawing as a graphical language can be applied as an effective tool of communication in the different stages of the Technological Process. It suggests that the old subjects can reconcile with the learning areas in the new curriculum. These three articles, in summary, emphasize the importance and relevance of Technology as a separate learning area in the new curriculum. The objective, therefore, is to use Technology as a catalyst for economic growth and social development, so dearly needed by South Africa. / AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die implementering van Tegnologie as 'n leerarea in die skoolkurrikulum. Hierdie ondersoek word binne die konteks van drie artikels wat in hoofstukke twee, drie en vier vervat word, gedoen Artikel een (hoofstuk twee), ondersoek die gereedheid van opvoeders om Tegnologie in die klaskamer toe te pas. 'n Opname is deur middel van onderhoude en 'n vraelys gedoen. Ten einde die gereedheid van opvoeders te bepaal, is daar in die onderhoude en vraelys op drie kritieke vrae gefokus: • 'n konseptueie begrip van Tegnologie as 'n leerarea; • die soort tegnologie wat relevant sou wees binne die Suid- Afrikaanse kurrikulum; en • die mate van regeringshulp wat nodig sou wees om Tegnologie suksesvol as leerarea te implementeer. Die bevindinge dui daarop dat opvoeders wel 'n konseptueie begrip van Tegnologie het. Dit blyk voorts dat opvoeders die gebruik binne die kurrikulum beklemtoon van tegnologie wat by plaaslike omstandighede pas. Gebrekkige regeringshulp is as die grootste probleem rakende die suksesvolle implementering van Tegnologie as leerarea geidentifiseer. Artikel twee (hoofstuk drie) ondersoek Tegnologie as deel van die Uitkomsgebaseerde Kurrikulum 2005. Dit is 'n teoretiese studie wat die toepaslikheid en doel van Tegnologie as leerarea in die nuwe kurrikulum bespreek. Daar word bevind dat die plek van Tegnologie as leerarea in die kurrikulum ondubbelsinnig is. Daar is bewys dat daar 'n sterk band bestaan tussen tegnologiese vernuwing, ekonomiese groei en sosiale ontwikkeling. Artikel drie (hoofstuk vier) ondersoek hoe Tegniese Tekene as "ou" vak van die vorige bedeling, met Tegnologie as leerarea versoen kan word. Daar word bevind dat Tegniese Tekene, as 'n grafiese taal, aangewend kan word as 'n doeltreffende kommunikasiemiddel in die verskillende stadia van die Tegnologiese Proses. Daar word voorgestel dat die ou vakke versoen kan word met die leerareas in die nuwe kurrikulum. Hierdie drie artikels beklemtoon dus die belangrikheid en relevansie van Tegnologie as 'n aparte leerarea in die nuwe kurrikulum. Die doel is om Tegnologie aan te wend as katalisator vir ekonomiese groei en sosiale ontwikkeling wat so dringend nodig is in Suid-Afrika.

M. Tech. (Information and communication technology, Faculty of Applied and computer sciences), Vaal University of Technology / Historically, access to information technology (IT) in South Africa educational institutions has been socially stratified. As a result, many new learners seeking to enter South African tertiary institutions fail to meet the requirements of their preferred course and institution. In 2003, the Department of Information and Corrununications Technology at the Vaal University of Technology (VUT), in conjunction with the National Institute for Information Technology (NIIT), an internationally recognised IT organisation, introduced a short course named the Information Technology Boot Camp (ITBC). This course is now known as the Introduction to Information Technology course (Intro-to-IT). The course is targeted at learners who want to study the IT diploma at the VUT but, who as a result of their Matriculation marks, do not meet the VUT's entrance requirements. The aim of the course is to prepare and qualify these learners for possible acceptance into the IT diploma at the VUT. Although the Intro-to-IT course has impacted positively on the VUT, research has found that learners progressing from the Intro-to-IT course into the IT diploma course experience difficulties in solving programming problems in a logical way. Therefore, the failure rate in Development Software I, a first-semester programming subject, is relatively high. The model described in this study encompasses alterations (implemented and still to be implemented) to the syllabus and content of the Intro-to-IT course, changes to the learning methods and time frames for subjects, and the measurement of these changes in comparison to previous results. The model also includes a software program, which will assess the Intro-to-IT applicants, store results and provide analytical data on all learners' marks and results for the Intro-to-IT short course at the VUT. This model is designed to provide the necessary skills, knowledge and basic logic required to allow successful Intro-to-IT learners the opportunity of success when they enter the VUT's IT diploma stream.