Spelling suggestions: "subject:"bogolo"" "subject:"mogole""
1 |
Support for students with disabilities in open distance e-learningDitlhale, Tumelo Warren Gobusamang 28 April 2021 (has links)
Abstract in English, Tswana and Afrikaans / People who graduated from higher education, whether they attended classes on campus or studied via a distance mode of learning, have not only been educated but are also able to participate in and contribute positively to the political, social and economic forums in their immediate environments and within their country. Progressing through the higher education system successfully is not easy since there are many challenges to overcome. Students With Disabilities (SWD) face even greater challenges in making their way through the system to emerge triumphantly as graduates. Institutions of higher learning, including Open Distance eLearning (ODeL) facilities, must provide support to SWD in order to facilitate their learning experience so that they are better equipped to succeed. Therefore, it is vital to promote access to higher education for people with disabilities and to provide support, such as making assistive technologies and human services available, for SWD within ODeL institutions.
This qualitative study was exploratory in nature and used a multiple case study research design in the chosen area to investigate the provision of support for SWD in the ODeL institution. Data were collected by means of semi-structured interviews and a document analysis, and these two methods of data gathering assisted with triangulation.
The research findings revealed differences between the findings that were obtained through the responses received from teacher and staff member participants. The research findings also revealed differences between the findings that were obtained through the responses received from the participants, in general, and those obtained through the document analysis. The findings obtained through responses received from teacher participants showed that support for SWD was more evident at the school level than at the ODeL institution, that is, at the tertiary level of education. The document analysis of the policies of the ODeL institution revealed that the policies were general and did not specifically relate to the needs of SWD. At the same time, the findings in this dissertation of limited scope showed that the use of technology and the availability of assistive devices were more prominent at the school level than at the ODeL institution. / Batho ba ba alogang go tswa mo ditheong tse kgolwane tsa Thuto, ba tswa ba ka bo ba rutilwe le go ithuta ka go tsenela dikamuso (attending lecturers) mo khemphaseng kgotsa ba rutilwe le go ithuta ka thutotlhaeletsano, ga ba rutega fela mme ba kgona gape le go nna le seabe le go abelana ka tshiamo mo diforamong tsa sepolotiki, tsa seloago le tsa seikonomi mo ditikologong tse ba iphitlhelang ba le mo go tsona naga ka bophara. Go tsweletsa dithuto mo setheong sa thuto e kgolwane ka katlego ga go bonolo ka gonne go na le dikgwetlho di le dintsi tse o tshwanelwang ke go di fenya. Baithuti ba ba tshelang-ka-bogole (Students with disabilities -SWD) ba lebagane le dikgwetlho tse dikgolo thata mo setheong sa thuto e kgolwane, go ka ipona kwa bofelelong e le dialogane tse di atlegileng. Ditheo tsa thuto e kgolwane, go akaretsa le tsa tlamelo ya thutotlhaeletsano ka mafarafatlha ntle le maparego (ODeL), di tshwanelwa ke go tshegetsa SWD mo dithutung tsa bone gore batle ba atlege. Ka jalo, go botlhokwa go rotlweetsa phitlhelelo ya thuto e kgolwane go batho ba ba tshelang ka bogole le go ba tshegetsa, jaaka go ka ba direla le go ba neela thekenoloji tsa thuso le ditirelo tsa thuso-ka-batho. Tshegetse fela jaaka e tshwanetse go SWD ba ba mo ODeL.
Patlisiso e ya khwaletatifi, e tlhametswe go utulola mme ebile e dirisitse mefuta e le mentsi ya go batlisisa ka ga mokgwa wa go tshegetsa SWD mo ODeL. Tshedimosetso kgotsa dinewane di kokoantswe ka go dirisa seripa sa dipotsolotso le go sekaseka tokamana, mme mekgwa e mebedi e, e thusitse ka go netefatsa diphitlheleo tse di bonweng.
Diphitlhelelo tsa patlisiso di bontshitse dipharologano magareng ga diphitlhelelo tse di bonweng go tswa go barutabana kwa sekolong le go tswa go badiri kwa ODeL. Diphitlhelelo tsa patlisiso, di tlhagisitse gape dipharologano magareng ga diphitlhelelo tse di bonweng go tswa go banna-le-seabe, ka kakaretso, le tse di bonweng go tswa mo go sekasekeng tokamana. Diphitlhelelo tse di bonweng go tswa go barutabana, di bontshitse gore tshegetso ya SWD e tlhomame kwa sekolong go na le kwa ODeL, e leng setheo sa thuto e e kgolwane. Tshekatsheko ya tokomana ya dipholisi tsa ODeL, e bontsitse fa dipholisi e le tsa kakaretso fela mme di sa tote ka tlhamalalo ditlhokego tsa SWD. Go ntse go le jalo, diphitlhelelo tsa tlhotlhomisi e e lekanyeditsweng mothamo, di bontshitse fa tiriso ya thekenoloji le go nna teng ga didiriswa-thuso, di tlhomame kwa sekolong go na le kwa ODeL. / Mense wat aan hoëronderwysinstellings gradueer, of hulle klasse op kampus bygewoon het of deur 'n afstandsmetode van leer studeer het, is nie slegs onderrig nie, maar hulle kan ook deelneem aan en positief bydra tot die politieke, sosiale en ekonomiese forums in hul onmiddellike omgewing en in hul land. Dit is nie maklik om suksesvol deur die hoëronderwysstelsel te vorder nie, omdat daar baie struikelblokke is om te oorkom. Studente met gestremdhede (SMG) het selfs meer uitdagings om hul weg deur die stelsel te baan en triomfantlik as graduandi te verrys. Hoëronderriginstellings, insluitende oop e-afstandsleer (ODeL) -fasiliteite, moet ondersteuning aan SMG bied om hul leerervarings te fasiliteer sodat hulle beter toegerus is om sukses te behaal. Dit is daarom noodsaaklik om toegang tot hoër onderwys en ondersteuning aan mense met gestremdhede te bied, soos om hulptegnologieë en menslike dienste aan SMG in ODeL-instellings beskikbaar te stel.
Hierdie kwalitatiewe studie was verkennend van aard en het 'n veelvoudige gevallestudie-ontwerp in die gekose veld gebruik om die voorsiening van ondersteuning aan SMG in 'n ODeL-instelling te ondersoek. Data is versamel deur semigestruktureerde onderhoude en 'n dokumentonleding; hierdie twee metodes van dataversameling het met triangulasie gehelp.
Navorsingsbevindings het verskille aangedui tussen die data wat verkry is van die onderwyser en die van deelnemende personeellede se reaksies. Navorsingsbevindings het ook verskille aangedui tussen die data wat verkry is van deelnemers se reaksies oor die algemeen en die wat deur dokumentontleding verkry is. Die bevindings wat deur die onderwyserdeelnemers verkry is, het aangedui dat ondersteuning aan SMG duideliker op skoolvlak was as by die ODeL-instelling; dit is op tersiêre vlak van onderwys. Die dokumentontleding van die ODeL-instelling se beleide het aangedui dat die beleide algemeen was nie spesifiek met SWD se behoeftes verband hou nie. Terselfdertyd het die bevindings van hierdie verhandeling van beperkte omvang getoon dat die gebruik van tegnologie en die beskikbaarheid van hulptoestelle meer prominent was op skoolvlak as by die ODeL-instelling. / Curriculum and Instructional Studies / M. Ed. (Open Distance Learning)
|
2 |
Factors influencing ICT implementation in inclusive primary schools in Manzini region, Eswatini / Timbangela letinemtselela ekufezekiseni kusetjentiswa kwelwatiso nekuchumana ngetebuchwepheshe etikolweni temabanga laphansi letifundza wonkhe wonkhe letisesigodzini sakaManzini, Eswatini / Dintlha tse di susumetsang tsenyotirisong ya ict kwa dikolong tsa poraemari tse di akaretsang kwa kgaolong ya Manzini, Eswatini / Izimbangela ezinomthelela ekwethulweni kwezobuchwepheshe okubandakanya izikole zamabanga aphansi kusifunda saseManzini, EswatiniSimelane, Thembekile Innocentia 15 December 2020 (has links)
As rapid technological development constantly drives and reshapes the economy, it is vital for
learners and teachers to be highly proficient in the use of Information and Communication
Technology (ICT). The data collected revealed that the barriers to ICT integration can be
viewed as deprivation to both teachers and learners, especially those with diverse disabilities
and learning difficulties. ICT implementation is therefore more than just change driven by
technology. It is an opportunity to assist everyone, including people from all income groups,
policy-makers and leaders to support converging technologies to create a more inclusive and
humane future.
The research was designed as a case study. Face-to-face interviews were conducted, lesson
observations were undertaken and qualitative questionnaires were administered as methods of
data collection. The research population included principals and ICT teachers in the Manzini
Region. The sample was made up of two principals and 13 teachers. The data was transcribed
and presented as raw data and thereafter analysed thematically. The data collected was analysed
qualitatively.
The findings of the study were that the factors influencing ICT implementation in inclusive
primary schools in Eswatini included a lack of skills and knowledge from teachers; the lack of
teaching and learning time allocated to ICT; insufficient teaching and learning materials; a lack
of motivation and an insufficient number of teachers. Other factors included the lack of support
and collaboration from principals and the Government of Eswatini.
In view of the above factors, some recommendations were made, namely, that the Ministry of
Education should reintroduce ICT in all inclusive primary schools. The schools that offer ICT
should consider increasing the time allocated for ICT and enhance Continuous Professional
Development (CPD) for ICT teachers. They should also provide for learners with diverse
disabilities and learning difficulties a variety of teaching materials such as assistive devices to
enhance teaching and learning. / Njengaloku kutfutfuka ngekushesha kwetebuchwephesHe kuchubeka kucondzisa futsi
kwakhA kabusha nemnotfo, kumcoka kutsi bothishela nebafundzi babe nelikhono
leliphakeme lekusebentisa Lwatiso neKuchumana ngeTebuchwepheshe (i-ICT).
Ledatha legcogciwe ivete kutsi tihibe tekuhlanganisa i-ICT tingabukwa njengekuncisha
bothishela nebafundzi, ikakhulu kubafundzi labaphila nekukhubateka
lokwehlukahlukene kanye nebulukhuni ekufundzeni. Kufezekiswa kwekusetjentiswa
kwe-ICT ngako-ke kungetulu kwekutsi nje kuchutjwa ingucuko yetebuchwepheshe,
kodvwa kulitfuba lekusita wonkhe umuntfu, lokufaka ekhatsi bantfu lababuya kuwo
onkhe emacembu etemnotfo, labo lababhala tinchubomgmo nebaholi, kutsi basekele
kuhlanganiswa kwetebuchwepheshe kute kudaleke likusasa lelifaka lonkhe luntfu.
Lolucwaningo luhlelwe njengesifundvolucwaningo lwesehlakalo. Kubanjwe emainthaviyu
buso nebuso, kwentiwa sifundvo sekucaphela kanye nemaphephambuto
elizingasimo njengetindlela tekugcogca idatha. Linanibantfu lalolucwaningo lifaka
ekhatsi bothishelanhloko kanye nabothishela labafundzisa i-ICT eSigodzini sakaManzini
Eswatini. Lesamphuli yakhiwa bothishelanhloko lababili kanye nabothishela laba-13.
Ledatha yabhalwa yetfulwa njengaloko injalo ingakahlutwa kwase kutsi-ke emva
kwaloko yahlatiywa ngekwengcikitsi. Ledatha leyagcogcwa yahlatiywa
ngekwelizingasimo.
Lokutfolwe ngulesifundvolucwaningo kutsi timbangela letinemtselela ekufezekiseni
kusetjentiswa kwe-ICT etikolweni temabanga laphansi letifaka wonkhe wonkhe
Eswayini, kufaka ekhatsi kuswelakala kwemakhono nelwati kubothishela; sikhatsi
sekufundzisa nekufundza lesinganeli lesiphakelwa kufundziswa kwe-ICT; ticukatsilwati
tekufundzisa nekufundza letingakaneli; kubete umdlandla kanye nelinani lelingakaneli
labothishela. Lenye imbangela kungabikhona kwekusekelwa nekuhlanganyela lokuvela
kubothishelanhloko nakuhulumende weleSwatini.
Ngekubuka letimbangela letingenhla, kwentiwe-ke letincomo letilandzelako: Litiko
Letemfundvo kufanele kutsi liphindze letfule i-ICT kuto tonkhe tikolo temabanga
laphansi letifundzisa wonkhe wonkhe, tikolo letifundzisa i-ICT kufanele kutsi tikubheke
kwengetwa kwesikhatsi sekufundzisa i-ICT kanye nekwenta ncono Kutfutfukiswa Ngalokuchubekako Kwebungcweti (i-CPD) kubothishela labafundzisa i-ICT, kantsi futsi
letikolo kufanele tinake nebafundzi labaphila nekukhubateka lokwahlukahlukene
nebulukhuni bekufundza ngekutsi banikwe ticukatsilwati tekufundzisa letahlukahlukene
njengetisetjentiswa tekusita kute kwentiwe ncono kufundzisa nekufundza. / Jaaka lebelo la tlhabololo ya thekenoloji le tswelela go tsamaisa le go bopa ikonomi sešwa, go botlhokwa gore barutwana le barutabana ba nne le bokgoni jo bo kwa godimo mo tirisong ya Thekenoloji ya Tshedimosetso le Tlhaeletsano (ICT). Data e e kokoantsweng e senotse gore dikgoreletsi tsa kgokaganyo ya ICT di ka bonwa e le tlhaelo mo barutabaneng le barutwaneng, bogolo segolo barutwana ba ba nang le bogole jo bo farologaneng le mathata a go ithuta. Ka jalo, tsenyotirisong ya ICT ga se fela diphetogo tse di tsamaisiwang ke thekenolooji; ke tšhono ya go thusa mongwe le mongwe, go akarediwa batho go tswa ka ditlhopheng tsotlhe tsa lotseno, badiradipholisi le baeteledipele, go tshegetsa dithekenoloji tse di kopanang go tlhama isago e e akaretsang e bile e le molemo.
Patlisiso e rulagantswe jaaka thutopatlisiso e e lebelelang kgetsi. Go dirilwe dipotsolotso tsa namana, go nnile le kelotlhoko ya dithuto mme go dirisitswe dipampiripotsoloto tse di lebelelang mabaka jaaka mekgwa ya go kokoanya data. Setlhophasegolo sa patlisiso se akareditse bagokgo le barutabana ba ICT kwa Kgaolong ya Manzini kwa Eswatini. Sampole e ne e dirwa ke bagokgo ba le babedi le barutabana ba le 13. Data e ne ya gatisiwa mme ya tlhagisiwa e le data e e sa fetolwang mme morago ya lokololwa go ya ka meono. Data e e kokoantsweng e lokolotswe go ya ka mabaka.
Diphitlhelelo tsa thutopatlisiso e nnile gore dintlha tse di tlhotlheletsang tsenyotirisong
ya ICT mo dikolong tsa poraemari tse di akaretsang kwa Eswatini di akaretsa tlhaelo ya
bokgoni le kitso mo ntlheng ya barutabana; nako e e sa lekanang ya go ruta le go ithuta
e e rebolelwang ICT; dimatheriale tse di sa lekanang tsa go ruta le go ithuta; tlhaelo ya
thotloetso le palo e e sa lekanang ya barutabana. Ntlha e nngwe e nnile tlhaelo ya
tshegetso le tirisanommogo go tswa mo bagokgong le puso ya Eswatini.
Ka ntlha ya dintlha tse di fa godimo, go dirilwe dikatlenegiso tse di latelang: Lefapha la
Thuto le tshwanetse go itsese sešwa ICT mo dikolong tsotlhe tsa poraemari tse di
akaretsang, dikolo tse di tlamelang ka ICT di tshwanetse go akanya ka go oketsa nako
e e rebolelwang ICT le go tokafatsa Tlhabololo e e Tswelelang pele ya Seporofešenale
(CPD) ya barutabana ba ICT, mme dikolo tseno di tshwanetse gape go akanyetsa
barutwana ba ba nang le bogole jo bo farologaneng le mathata a go ithuta ka go ba
tlamela ka dimatheriale tse di farologaneng tsa go ithuta di tshwana le didiriswa tse di
thusang go tokafatsa go ruta le go ithuta. / Njengoba intuthuko yezobuchwepheshe esheshayo iqhubeka nokugqugquzela
nokwakha kabusha umnotho, kubalulekile ukuthi abafundi nothisha babe nekhono
eliphezulu ekusebenziseni Ulwazi Lwezobuchwepheshe Kwezokuxhumana.
Imininingwane eqoqiwe iveze ukuthi izithiyo ekuhlanganisweni zoLwazi
Lwezobuchwepheshe Kwezokuxhumana zingabhekwa njengokuncishwa amathiba
kothisha nabafundi, ikakhulukazi abafundi abanokukhubazeka okuhlukahlukene
nobunzima bokufunda. Ukuqaliswa koLwazi Lwezobuchwepheshe Kwezokuxhumana
kungaphezu nje koshintsho oluqhutshwa ezobuchwepheshe; kuyithuba lokusiza wonke
umuntu, kufaka phakathi abantu abavela kuyo yonke imikhakha yabaholayo, abenza
izinqubomgomo kanye nabaholi, ukusekela ubuchwepheshe obuhlanganayo ukudala
ikusasa eliyinhlanganisela futhi elinobuntu.
Ucwaningo lwakhiwe njengesifundo esiwucwaningo lwesigameko. Kwenziwa
inhlolokhono noma zingxoxo ubuso nobuso, kwenziwa ukubhekwa kwezifundo futhi
kwenziwa nemibuzo esezingeni elifanele njengezindlela zokuqoqa imininingwane.
Abantu abafakwe ocwaningweni babandakanya othishanhloko kanye nothisha boLwazi
Lwezobuchwepheshe Kwezokuxhumana esifundeni saseManzini eSwatini. Isampula
yayenziwe kothishanhloko ababili nothisha abayi-13. Idatha yabhalwa futhi yethulwa njengedatha engahlungiwe futhi ngemuva kwalokho yahlaziywa ngokulandelana.
Imininingwane eqoqiwe yahlaziywa ngokufanele.
Okutholakele kulolu cwaningo ngukuthi izinto ezinomthelela ekusebenzeni koLwazi
Lwezobuchwepheshe Kwezokuxhumana ezikoleni zamabanga aphansi ezibandakanya
bonke abantu eSwatini zibandakanya ukuntuleka kwamakhono nolwazi kothisha;
isikhathi esinganele sokufundisa nokufunda esabelwe uLwazi Lwezobuchwepheshe
Kwezokuxhumana izinto zokufundisa nokufunda ezinganele; ukungabi nogqozi kanye
nenani elinganele lothisha. Enye yezimbangela ukungabikho kokwesekwa
nokusebenzisana kothishanhloko nohulumeni wase-Eswatini.
Ngenxa yalezi zinto ezingenhla, kwenziwa izincomo ezilandelayo: uMnyango
Wezemfundo kufanele uphinde ufake uLwazi Lwezobuchwepheshe Kwezokuxhumana
kuzo zonke izikole zamabanga aphansi ezibandakanyekayo, izikole ezifundisa uLwazi
Lwezobuchwepheshe Kwezokuxhumana kufanele zicabangele ukukhulisa isikhathi
sokufundisa esabelwe uLwazi Lwezobuchwepheshe Kwezokuxhumana futhi
zithuthukise Ukuthuthukiswa Okuqhubekayo Kwezobuchwepheshe kothisha boLwazi
Lwezobuchwepheshe Kwezokuxhumana, futhi lezi zikole kufanele futhi zihlinzeke
izitshudeni ezinokukhubazeka okuhlukahlukene nobunzima bokufunda ngendlela
yezinhlobonhlobo zezinto zokufundisa ezinjengamathuluzi okusiza ukuthuthukisa
ukufundisa nokufunda. / M. Ed. (Inclusive Education)
|
Page generated in 0.0406 seconds