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Guidelines for the professional development of Mathematics teachers in the pedagogical use of ICT in open distance learning / Verona LeendertzLeendertz, Verona January 2013 (has links)
Professional development (PD) of teachers is part of the Department of Basic Education‘s (DBE)
initiative to encourage school communities to use of information and communication technology (ICT)
to improve the quality of Mathematics teaching and learning. The South African Council of Educators
stipulates that PD programmes should align with system-wide needs, strengthen learning area content
and outcomes, and promote system transformation. Imbedded in this system-wide criterion is The
White Paper on e-Education to employ a fully ICT integrated system at all levels of education:
management, teaching and learning, and administration by 2013. Mathematics teachers require PD
that develops their technological pedagogical and content knowledge (TPACK) and their social
professional identity (SPI). The PD of Mathematics teachers for ICT integration can assist the DBE to
achieve the aims of The White Paper on e-Education and bridge the technology gap between South
Africa and international education systems. Open distance learning (ODL) could be a viable method
to deliver PD to Mathematics teachers to address their zone of proximal development, develop their
TPACK, and establish and maintain their SPI. This study made use of a fully mixed sequential equal
status multi-mode research design and methodologies to develop guidelines for the PD of
Mathematics teachers in the pedagogical use of ICT in ODL. The qualitative phase (Phase I) was
rooted in the interpretivist paradigm. Through an adjustable exploration of a systematic literature
review, the researcher identified 23 core documents, analysed them with Atlas.ti™, and
conceptualised four themes according to Engeström‘s third generation activity theory (AT). Phase II
(radical exploration phase) of the research design was rooted in the radical structuralist paradigm. In
the context of transformation, it developed, validated, and standardised a research instrument for the
measurement of Mathematics teachers‘ PD requirements. The instrument was distributed to 300
senior phase (grades 7-9) Mathematics teachers in eight education management district centres of the
WCED. The analyses of the quantitative data conceptualised a fifth activity system. The five activity
systems from the adjustable and radical exploration phases were symbiotic, and co-dependent.
Expansive learning was used for boundary crossing and network building during six phases of this
study. The findings from the six phases of the expansive learning cycle indicated that PD of
Mathematics teachers in ODL for Phase III implementation of the e-Education policy should be a joint
initiative. Fundamentally ICT integration and implementation should start with Department of Basic
Education (DBE) initiatives. The DBE and Provincial Departments of Education (PDEs) should
conduct a needs analysis of ICT implementation, evaluate previous ICT PD programmes, plan ICT PD
strategies aligned with the ICT development plan, as well as with the requirements of the Mathematics
teachers. The DBE and PDE should invest in the provision of ICT equipment, afford human capital,
reinstate the laptop initiative for teachers, and supply schools with networked-computer facilities to
explore online platforms for PD. Mathematics teachers should assess their professional knowledge to
construct new philosophies, create a subject network group, and interact as participants and members
within their social environments. The standardised instrument could be used to determine and
compare the PD of Mathematics teachers in other provinces and contexts. / PhD (Training and development), North-West University, Potchefstroom Campus, 2014
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Guidelines for the teaching of reading in the intermediate phase within the context of inclusionLategan, Irene Anne Stewart 11 1900 (has links)
As theories on the process of reading have advanced so definitional changes have
resulted. This in turn has impacted on the teaching of reading. Comprehension is not
the result of successful word recognition, rather, meaning is constructed by the reader
using various sources as a frame of reference. Reading requires an interaction between
the reader, the text read and the context in vvhich it is read. Reader factors involve
language competencies, prior knowledge, vocabulary, the use of strategies and
attitudes and motivation. The text may be narrative or expository and encompasses
instructional materials. The tvvo broad categories in the context are the classroom
setting and the instructional context.
An 'interactive' or 'organisational' paradigm underlying inclusion recognises individual
differences as being a probable cause of failure but postulates that the school and all
that it encompasses, can be a barrier to learning and development. As such it is not
deficit driven, attributing failure to learners alone. In the case of reading, this means not
attributing reading failure to the reader alone but acknowledging the role of the text and
the context. This point of departure is confirmed by an interactive model of disability,
which, while still explaining reading deficits, advances that alternative areas also be
investigated. Focusing on abilities is conducive to proactivity in the prevention of
barriers to learning and development.
To be inclusive therefore, mainstream schools generally and classrooms specifically, will
need to be reformed and restructured to be more responsive to learners experiencing
barriers to learning and development. This will require enhanced teaching methods and
flexible support systems. Accommodating diversity presupposes the acknowledgement
of each learner's uniqueness in order to meet individual needs. This will be facilitated
when in the compilation of a reading programme to meet individual needs, the reader,
the text and context are matched through assessment and instruction .
A reading programme to enhance the teaching of reading and thereby meet individual
needs has been compiled and implemented in a mainstream, intermediate phase class.
From this practical experience and the literature studied, guidelines for the teaching of
reading have been formulated for teachers in the intermediate phase to use within the
context of inclusion. / Educational Studies / D. Ed. (Orthopedagogics)
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Investigating effective teaching of an online module in an Open Distance learning environment: a case studyHlatshwayo, Vivienne 11 1900 (has links)
Text in English / In a quest to identify best practices in teaching courses in English for Specific Purposes (ESP), this study investigated effective teaching of an online English module in an Open Distance Learning (ODL) environment. Although ODL is attractive to both students and lecturers, there are significant problems regarding how learning, teaching, interaction and assessment should be conducted in this context. The problems are exacerbated by the limited knowledge of using the online systems and constraints linked to time spent on tasks. The study adopted the qualitative research approach, using a case study design and data collected from three research instruments, namely online questionnaires, an online observation schedule and a content analysis schedule. The research population in the current study comprised students, lecturers, and e-tutors based at one ODL university. In order to engender best practices of effective teaching in an ODL environment, the Community of Inquiry (Col) framework and Zone of Proximal Development (ZPD) theory were applied to the research findings of the current study. The findings indicate that effective teaching of an online English module in an ODL context could take place when content is effectively structured; assessment reflects course content; there is teamwork and collaboration amongst lecturers; students effectively interact with the material, lecturers/e-tutors, and with each other. The findings of this study add to the volume of research on best practices for effective online ESP teaching in ODL higher learning institutions. / English Studies / D. Litt. et Phil. (English)
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Guidelines for the teaching of reading in the intermediate phase within the context of inclusionLategan, Irene Anne Stewart 11 1900 (has links)
As theories on the process of reading have advanced so definitional changes have
resulted. This in turn has impacted on the teaching of reading. Comprehension is not
the result of successful word recognition, rather, meaning is constructed by the reader
using various sources as a frame of reference. Reading requires an interaction between
the reader, the text read and the context in vvhich it is read. Reader factors involve
language competencies, prior knowledge, vocabulary, the use of strategies and
attitudes and motivation. The text may be narrative or expository and encompasses
instructional materials. The tvvo broad categories in the context are the classroom
setting and the instructional context.
An 'interactive' or 'organisational' paradigm underlying inclusion recognises individual
differences as being a probable cause of failure but postulates that the school and all
that it encompasses, can be a barrier to learning and development. As such it is not
deficit driven, attributing failure to learners alone. In the case of reading, this means not
attributing reading failure to the reader alone but acknowledging the role of the text and
the context. This point of departure is confirmed by an interactive model of disability,
which, while still explaining reading deficits, advances that alternative areas also be
investigated. Focusing on abilities is conducive to proactivity in the prevention of
barriers to learning and development.
To be inclusive therefore, mainstream schools generally and classrooms specifically, will
need to be reformed and restructured to be more responsive to learners experiencing
barriers to learning and development. This will require enhanced teaching methods and
flexible support systems. Accommodating diversity presupposes the acknowledgement
of each learner's uniqueness in order to meet individual needs. This will be facilitated
when in the compilation of a reading programme to meet individual needs, the reader,
the text and context are matched through assessment and instruction .
A reading programme to enhance the teaching of reading and thereby meet individual
needs has been compiled and implemented in a mainstream, intermediate phase class.
From this practical experience and the literature studied, guidelines for the teaching of
reading have been formulated for teachers in the intermediate phase to use within the
context of inclusion. / Educational Studies / D. Ed. (Orthopedagogics)
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