A Research Project (Thesis) in partial fulfilment of the requirements for the Degree of Master of Science (Science Education) Marang Centre for Mathematics and Science Education University of the Witwatersrand, South Africa Johannesburg, 31 May 2016 / This research project reports on the findings of an investigation into ICT (Information and Communication Technology) integration in the teaching of Physical Sciences using the topic of Mechanics as an example. The focus of the research was the effective use of ICT in the teaching and implementation of the curriculum CAPS in the context of teaching the topic of Mechanics. Secondly, to examine the contextual variables those affect the pedagogical integration of ICT in three approved South African high schools. Six teachers from three GDE (a province of influence in South Africa) approved high schools participated voluntarily in this research project. The topic of Mechanics was chosen for this research because learner performance in this topic in the Grade 12 examination has been found to be particularly poor, according to the report of National Senior Certificate Examinations (DBE, 2012). Poor performance in Mechanics might be due to the fact that the concept of energy is highly abstract and probably not well presented by educators starting as far as grade 10 when it commences in CAPS. The research methodology used in this research project was Mixed Methods and a case study as a strategy. A Mixed Methods research design is a procedure for collecting, analysing and integrating both qualitative and quantitative research and methods in a single study to understand a research problem (Creswell, 2012). A case study was motivated by its close connection to the Mixed Methods research design that search for and report complex dynamic and unfolding interactions of events and other factors in unique processes (Cohen, Manion and Morrison, 2011). ICT integration in the Physical Science classroom in teaching complex topic like Mechanics brings about a unique classroom process obviously different from a traditional one. Hence Technological Pedagogical Content Knowledge (TPACK) was used as a theoretical construct that assists in explaining the new science classroom and the teaching dynamics that unfolds in there. Park et al. (2008) studied the effect of ICT in science education on the achievement of Korean middle school students and found a significant difference in the achievement level of the control and experimental class. Livingstone (2012) reported that in the UK a different technology, interactive whiteboards is associated with an improvement in pupils’ performance in national tests in English (particularly for low-achieving pupils and for writing), mathematics and science. TPACK instruments or tools used in this project were the initial questionnaire, an observation schedule, a main questionnaire and a follow-up questionnaire. The responses obtained from these tools were all collected as data and was prepared by coding individual scripts, duplicating and digitizing for ease of safe storage and scoring. The generated scores were then analysed, using the Rasch statistical model. The functionality of the Rasch statistical model was to quantitatively establish the extent of pedagogical and technological use of ICTs in selected educators and the rest of the data was to qualitatively examine the contextual variables that affect the pedagogical integration of ICT. The Rasch statistical model was used to determine the extent of effective use of ICTs for pedagogical and technological use in the teaching of the Grade 10 Physical Sciences topic of Mechanics (research question 1). The findings reveal that the educators were on average at a developing stage in the effective use of ICTs when teaching Mechanics. The specific details of each case are in the research report. The contextual variables that affect the pedagogical integration of ICT in the teaching of Mechanics (research question 2) in these three high schools, according to the participants, include policy or lack of it. The national and provincial policies offers few facts on how educators and schools are expected to incorporate or make use of ICT inside the South African framework. Individual participants had different notions of the purpose of ICT integration. Mr Sibeko was of the notion that ICT integration was for planning efficiency of the whole school. In contrast, Mr Khumo was involved in ICT integration because the MEC or the higher authority had prescribed it. Ms Nomsa was involved because the school obtained ICT through a private sponsor and Mr Ariel just mentioned that ICT integration was “recommended” in the school. The revelations from the findings were important in that the TPACK rubric adapted provided measures that can be quantified and thus allowing the extent of TPACK to be statistically determined (using the Rasch Statistical Model) to a certain degree of consistency as measured by the Cronbach Alpha. One was able to determine if the participant was on standard, developing, elementary or inadequate. Furthermore each trait enabling or hindering was determined. This was unique to this study and will enable planners to determine areas where educators require assistance and support in ICT integration. The limitations of the research project are that in the original design I had intended to audiotape an initial (structured) interview and follow-up (unstructured) interview. This could have helped me to categorically capture the decisive moments such as apprehensions, facial expressions, stammering’s and all the necessary registers of the discourse. Most educators were however of the view that they had time constraints. They suggested that the interviews be converted to questionnaires. Therefore the present structure might have created the impression of monotony of successive questionnaires. / M T 2016

Thesis (M.Tech. degree in Education) -- Tshwane University of Technology, 2009 / The study made the following findings: All the results clearly indicated how the four (4) challenges discussed affected each school and the areas in which they are situated. Some educators were not quite equipped with the content knowledge to teach the Technology learning area. There were however, some educators with adequate content knowledge to teach Technology. The training received by educators was insufficient because it introduced them to Technology content within a short space of time. The shortage of resources has made educators rely on old methods of teaching whereby, textbooks and chalkboards were used. Urban schools are however happy with their resources. There is an obvious difference between the Technology taught in the General Education and Training (GET) Band and what the learners learn at Further Education and Training FET Band. Large classes contribute to the attitudes of learners having a lack of interest in the teaching and learning of Technology. This is caused by lack of adequate and appropriate resources to use during the lesson. The ignorance of some communities in technology hinders schools from getting assistance in the teaching and learning of Technology. Hence this study confirmed that there are constraints and challenges in teaching and learning Technology, at senior phase.

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published_or_final_version / Education / Master / Master of Education

The potential of the Internet as a learning tool has emerged as a result of its increased development and its use as a means of communication in various academic institutions. Online learning is one of the ways in which the Internet can be used as a learning tool which can provide support to educators in a classroom. The tools which support online learning cover a wide range of different applications, such as discussion forums, chat and file sharing. These tools can be used to support different activities in the learning process, such as content delivery and encouraging collaboration between the various people that participate. It is possible to link these different tools into a single system such as a learning management system (LMS). WebCT, BlackBoard and Moodle are examples of such LMSs. It is within the context of this background knowledge that the study on hand investigated the use of a LMS. The focus of this study was to investigate the use of an LMS in the teaching and learning of a Grade 10 Information Technology (IT) class, with emphasis on the attitudes and experiences of learners in relation to implementation of the LMS as a teaching and learning tool in the classroom. This study employed a mixed-methods approach (a combination of quantitative and qualitative approaches). The quantitative approach included an attitudinal survey in the form of a questionnaire which used a Likert scale to assess responses to statements. The qualitative approach concerned itself with production of in-depth data. Focus group interviews were conducted with Grade 10 IT learners. These instruments generated data that were used to answer the main research questions. In terms of analysis of the data thematic analysis was used, with texts representing qualitative data and tables and statistics representing quantitative data. In order to discuss all of the findings the characteristics (attributes) of an innovation, as explained in the Diffusion of Innovations Theory, the constructs of the Unified Theory of Acceptance and Use of Technology and the principles of connectivism were used. The research findings indicated that the learners had a positive attitude towards the use of the LMS to support teaching and learning. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2012.

The application of information and communication technologies (ICTs) is changing the organization and delivery methods of higher education. The pedagogical and socio-economic forces which have driven higher learning institutions to adopt and incorporate ICTs in teaching and learning include greater information access and better communication and learning. ICTs are being used to support pedagogic practices that provide learning environments that are more learner, knowledge and assessment-centered. Universities are thus responding to the many changes and adjusting to new demands and advancements through the incorporation of ICTs into the various aspects of their operations. In light of the above, a study to investigate the use of ICTs for teaching and learning by academic staff and postgraduate students in the Social Science Schools of the Faculty of Humanities, Development and Social Sciences (HDSS) of the University of KwaZulu-Natal (UKZN), Pietermaritzburg, was carried out. The study's conceptual framework was drawn from Vygotsky's constructivist theory of learning which suggests that learning is achieved by the active construction of knowledge supported by various perspectives within meaningful contexts. Such meaningful contexts include the use of ICTs as tools that facilitate constructivist teaching and learning. The study used both qualitative and quantitative methods of data collection. The former was served by the use of a survey. Two questionnaires (one for academic staff and the other for students), administered by the researcher, were used as the main data collection tools. The questionnaires contained both closed and open-ended questions. In addition to the questionnaires, a focus group interview for postgraduate students was used to collect qualitative data. To increase the reliability and validity of the data collection tools, the researcher pre-tested the questionnaires before final distribution to the study population. Sampling followed a simple random stratified method for the survey and purposive sampling for the focus group interview. The target population for the study was academic staff and postgraduate students selected from the Faculty of HDSS. A total of 173 postgraduate students responded which yielded a response rate of 92% and all 53 academic staff responded which yielded a response rate of 100% for the academic staff. Data from the survey questionnaires was analyzed using SPSS® version 15.0 for Windows. Thematic content analysis was used to analyze the open ended questions obtained from the focus group interview. The findings indicated that a majority of academic staff and postgraduate students used ICTs for teaching and learning. Furthermore, the study identified various ICT hardware and software which were available at UKZN for teaching and learning and whether staff and students used these ICTs to support their teaching and learning. The study’s findings showed that a number of problems were experienced when using the ICTs for teaching and learning. The top three problems experienced were insufficient numbers of computers; slow network connections and poor support from the technical staff. Apart from the problems encountered when using ICTs for teaching and learning there were benefits to using the ICTs such as: ICTs facilitated communication and simplified interaction between academics and students: accessibility to learning materials was improved for students while academics considered that ICTs improved student’s skills. Lectures that could be delivered online were a positive benefit for academics. Furthermore, ICTs had enabled students to use computers more effectively to support their learning. Recommendations and suggestions to improve the use of ICTs for teaching and learning in general were made by the academic staff and the postgraduate students with regard to the findings and the literature reviewed. / Thesis (M.I.S.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

The purpose of this study was to explore and describe the organizational structure of computer user groups and what roles they play in adult computer learning. The research consisted of two stages that used triangulation methodology.The pilot study involved a survey, which used a 34 item questionnaire, answered by 128 persons. The second stage consisted of a nationwide survey, which used a 57 item questionnaire, telephone interviews, and content analysis of newsletters. The nationwide survey was answered by 72 groups, representing 55,222 members.Findings1. Computer user groups were a major provider of computer learning for adults in the United States.2. Computer user groups were one form of autonomous learning groups.3. Computer user groups existed in all parts of the United States and tended to have a formal organization.4. Members of computer user groups were typically over 35, had a high family income, were college graduates, and were male.5. Members of computer user groups preferred self-directed learning and peer led learning to classes at educational institutions.Recommendations1. Adult and community educators should study other autonomous learning groups to discover the role that they play in adult learning.2. Practical research should be conducted to determine if and how educational institutions can best assist autonomous learning groups.3. Adult and community education practitioners should survey their local communities to identify autonomous learning groups and determine methods that can be used to cooperate with these groups.4. Adult and community educators should identify local computer user groups and determine how their educational institutions could cooperate with computer user groups.5. More innovative programming should be conducted by adult and community educators that takes advantage of the learning model provided by computer user groups.6. Training and development personnel should examine the potential benefits of implementing computer user groups and other autonomous learning groups within their organizations to promote learning new knowledge and skills.ConclusionComputer user groups were organized primarily to assist their members in learning more about computers. In addition to satisfying the learning needs of members, the groups provided supplemental services that supported other computer related needs of the members. Computer user groups were one form of autonomous learning groups and the results of this study suggested that the role of such groups in adult learning may be far more important than was generally recognized by adult and community educators.

M.Ed. / The study was geographically confined to Etwatwa Primary and Secondary Schools in the East Rand. The purpose of the study was to benefit the educators especially at Etwatwa Schools with the knowledge on how they can be effective and to get proper training in the facilitation of technology, and how they can equip themselves in acquiring knowledge on Technology Education. In order to remedy the situation at Etwatwa Schools in conjunction with the effects on the training of technology educators employed there, a platform was prepared to conduct a research. The relevant literature was thoroughly studied and basic data were collected through interviews. The interview schedule consisted of open-ended questions that were administered among the technology educators at primary and secondary schools at Etwatwa. Permission for conduction interviews in schools was requested from Gauteng Department of Education and was granted. The research findings revealed that most of the technology educators were not trained to facilitate technology, and even those few who got formal training were not in a position of handling or dealing with the challenges, that this new learning area is offering. The project did not aim at generalization of results but a simple, in-depth understanding of the education situation at Etwatwa Schools in regard to the effects on the training of Technology educators. A set of recommendations was therefore made to remedy the situation at Etwatwa Schools concerning the training of technology educators. One of the recommendations was that technology educators could engage themselves in programmes like F.D.E (technology education) that runs for two years on part-time bases at our local universities.

M.Com. (Human Resource Management) / The use of Information Communication Technologies (ICTs) to work after regular working hours has become prevalent in the academic profession. Although ICTs are known to enhance work flexibility, they also seem to encourage academics to use ICT devices after hours for work-related purposes. This consequently questions the work flexibility, which is enabled by ICTs, and the potential impact that this has on the work–life conflict (WLC) experienced by academics. The primary objective of this study was to investigate the phenomenon of technology assisted supplemental work (TASW) and the implications that this has on the WLC experienced by academics at a higher education institution in South Africa. In addition, the moderating roles of gender, marital status and whether or not the respondents had children were factors, in these academics‟ personal lives, which were taken into consideration in investigating the relationship between TASW and WLC. The study adopted a quantitative research approach, and made use of an online survey, composed of three sections, to collect data. Section A included demographic-related questions, while Section B contained questions from a pre-existing WLC scale, and Section C comprised of a pre-existing scale used to assess TASW. The sample consisted of academics from a higher education in South Africa (n = 216). The results of the research engaged in revealed a significant relationship between TASW and WLC. Regarding the relationship between TASW and the three forms of WLC, the results revealed that TASW is significantly and positively related to time-based and strainbased WLC. There is no significant relationship between TASW and behavioural-based WLC. TASW is a significant predictor of WLC. Furthermore, the results revealed that gender, children and marital status all significantly moderated the relationship between TASW and WLC. This study contributes further knowledge to the emerging field of research relating to TASW in a South African context. In addition, this study also emphasises the implications of using ICTs and their potential to encourage academics to extend their working hours. This study therefore questions the benefits of this work flexibility that many academics are privileged to have from using ICTs.

M.Ed. / Technology is relatively a new learning area that has been phased into grade 7 in 2000 as part of Outcomes-Based Education (OBE). Teachers have limited background knowledge in teaching technology, as they did not do technology in their pre-service training. In Mpumalanga, primary school teachers have a limited insight in the understanding of the technological process because they were only trained in the simplified version, namely that stated in the policy document, which has only some stages of the technological process. The purpose of this study was to find out whether the use of the thinking subprocesses and following the ten stages of the technological process can assist a teacher in the planning and teaching of a lesson in technology. A three days intervention was conducted in which twenty-five teachers were trained in the technology outcomes, teaching strategies, lesson planning format, the thinking subprocesses and the ten stages of the technological process. This was a case study following the qualitative research inquiry. One teacher was observed and interviewed, and her lesson plans studied. She was chosen from the group that attended the intervention. The research questions that formed the core of the study were, “how can the thinking subprocesses and the ten stages of the technological process assist teachers with the planning and teaching of the lesson?” and “What are the effects thereof in the planning of lessons?” Data was collected through observations, interviews and a review of documents. The findings revealed that when a teacher was following a technological process when planning the technology lessons, she used it as a framework for the lesson plan. She also used the technological process as a structure for the teaching of the lesson in class. As the teacher had a minimum knowledge of the technology content and teaching approaches, it also became clear that when she knew what aspects should be considered when planning and teaching, she managed to find the content information on what should be taught in her classes. Following the technological process gave her the confidence and guidance in the gathering of resources and the teaching of lessons. / Prof. P.J. Ankiewics