This thesis provides insights into how technology can be and is used as child-centric learning tools within primary school classrooms. The conducted studies look closely at how tablet technology is integrated into the modern classroom, and considers how existing digital writing technologies could support handwriting-based learning exercises in future. This is achieved by conducting three in-the-wild studies, using different approaches, with a total of seventy-four children in school classrooms. In the first study, focus is placed on how tablets integrate into and with existing classroom practices, documenting when and how children use tablets in class. Relevant and complementary to this, the use of traditional writing tools is questioned and two further studies explore the potential and suitability of digital pens to support children's handwriting-based learning. One looks in detail at how children's handwriting is effected by different existing digital pen technologies. The other study, conducted through a creative, participatory design session, asks children to provide their opinions regarding desirable features for digital writing technology. The findings from this research classify and exemplify the role of tablets in the classroom, and explore potential design directions of digital writing tools which could be used by children in the future. This work may be useful and of interest to others who conduct research with children within the fields of Human Computer Interaction, Child Computer Interaction or education.

This study investigates whether the HIV/AIDS and Life Skills Education Programme for schools was implemented in accordance with the Ministry's directives. It also seeks to establish whether the programme was effective or not by identifying and examining different implementation strategies and methodologies. Fieldwork was undertaken in the Lupane Area Development Programme where nine schools were randomly selected from sixteen primary schools. A total of nine head-teachers responded to the heads' questionnaire and fifty-eight Grade 4 to 7 teachers responded to the teachers' questionnaire. The study reveals that to a very large extent the HIV/AIDS and Life-skills Education Programme was implemented from Grades 4 to 7 in the primary schools. However, substantial improvements still need to be made in mobilising reading and financial resources. More training and the introduction of more participatory methodologies need to be stepped up for the children to realise more benefits from this life skills education programme. / Development Studies / M.A. (Development Studies)

Literacy is a critical aspect of learning in the Foundation phase and forms an important foundation for learners’ education. Studies, however, show that many learners in Grade 3 cannot read at the expected levels. This problem has generated increasing public demand for schools in South Africa in general and Limpopo Province, in particular, to produce learners who are able to read for pleasure, learning and enrichment. It is against this background that this study sought to examine the management of an instructional programme for reading English as First Additional Language in Grade 3. To achieve this aim, a qualitative research approach was followed to collect data through interviews, observations and document analysis. The results revealed weaknesses in the instructional leadership of School Management Teams, which the study attributes to a limited understanding of their roles in this area. The qualitative case study method was used for this study. The sample for this study comprised three principals, three Foundation Phase Heads of Department and three Grade 3 teachers drawn from three primary schools. Three qualitative data collection instruments, namely, semi-structured interview schedule, classroom observation schedule and documents analysis were used to collect data. Data on the management of teaching and learning were collected during interviews from principals and HoDs. Data on how reading is taught and assessed were gathered through observation of teachers’ lesson presentations. Documents analysed were curriculum management files, monitoring tools, planning files, lesson plans, mark-schedules and learners’ workbooks. Thematic analysis was carried out to analyse data collected through the three instruments. This study found that School Management experience challenges in managing the teaching of English reading in schools. The study calls for continuous professional development for primary school principals and English teachers on the methodology of teaching English First Additional Language as well as training of Curriculum Advisors. / Educational Leadership and Management / M. Ed. (Education Management)

The majority of learners in South Africa are not native speakers of English, yet English is the dominant language of learning and teaching (LoLT). South African teachers, therefore, have the challenge of ensuring that their learners' literacy skills in English are adequately developed so as to facilitate learning in other curricular areas. This study investigated the way in which two Grade 5 teachers employed at different primary schools in the Eastern Cape province of South Africa taught writing to their English first additional language (EFAL) learners. English is the LoLT at both schools. A qualitative interpretive approach was used to identify factors that shape the ways these teachers handle the teaching of writing. The theoretical framework was informed by Borg's model of teacher cognition (2003) Shulman's conception of teacher knowledge (1987). Data collection methods consisted of interviews, classroom observations and document analysis. In-depth interviews, comprising two semi-structured interviews, two post-lesson informal conversational interviews and one stimulated recall interview were conducted with each teacher. Five of each teacher's writing lessons were observed and audio and video recorded. Samples of learners' written work were also collected. Analysis of the data reveals that the two teachers' beliefs, their experiences as learners themselves and subsequently as teachers, impacted on their pedagogy, as did other contextual factors (including the support they received from subject advisors, time management, and the number and range of learners in their classrooms). It was found that both teachers focused primarily on ensuring that their learners completed their written work so that it could be marked and graded in response to demands from their superiors, rather than on engaging deeply with the processes of writing (brainstorming, drafting, revising etc). Not only does this run counter to the writing pedagogy recommended in the Curriculum and Assessment Policy Statements (CAPS), but it also denies learners the scaffolding needed to help them develop the self-regulation skills needed to become independent writers. These findings demonstrate the need for assisting teachers to shift away from focusing only on learners' performance (testing and grading) towards a stronger emphasis on the process of writing. This would require that teachers develop a deeper understanding of the process/genre approaches to teaching writing advocated by CAPS.

The purpose of this thesis is to provide a blueprint for the creation of the Free Spirit Children's Nature Center. The center has in mind the preservation of a habitat and will offer naturalist programs that enhance children's understanding and love of nature. The interactive nature of the experiences provided through the programs and activities will offer children a hands-on approach to learning that is developmentally appropriate. The primary role of the nature center is proposed to re-create a sense of connectedness to nature and generate healthy communities.

Department of Curriculum Studies / DEd ( Curriculum Studies) / See the attached abstract below

Thesis (M. A. (English Studies)) -- University of Limpopo, 2021 / The purpose of this study was to explore strategies employed by teachers to develop language proficiency of Grade 4 learners. Qualitative case study was adopted to identify and describe the effectiveness of strategies employed by teachers. Data collection was done using semi-structured interviews, non-participant observations and document analysis. Four (4) Grade 4 teachers who teach EFAL at Toronto Primary School participated in the study. The findings indicated that learner-centred strategies such as group work, peer teaching, scaffolding and discussion were effective in engaging learners in the learning and teaching process. Teachers also employed code switching and individual instruction as remedial strategies to further facilitate better understanding of the content. The findings also showed that sometimes the strategies were not effective due to disruptive behaviour. CAPS training, teaching experience and collaboration of teachers enabled teachers to execute the strategies successfully in regardless of scarcity of resources and overcrowded classrooms. The findings also revealed that teachers experienced challenges such as overcrowded classrooms, lack of resources, lack of teaching aids, time allocated to teach EFAL and lack of support from the parents to teach EFAL effectively and these challenges still need to be addressed to allow smooth learning and teaching of EFAL. Recommendations from the study were made on how teachers can overcome problems they experience in the teaching of EFAL. Key terms: EFAL, Learner-centred approach, Grade 4.

The study aims to examine the extent to which considerations of syllabus design and materials development are employed in a grade 9 English textbook of Ethiopia- English for Ethiopia: Secondary English Course: Grade 9 Students Book with particular emphasis on Multiple Intelligence Theory (MIT).The study is an evaluation research which makes use of a mixed method approach. Data were collected using interviews, coding form and a teachers’ questionnaire. The study involved English language syllabus writers in the Ministry of Education in Ethiopia. Furthermore, 50% of the contents of the Grade 9 English Textbook (6 of 12) were used for content analysis. In addition, 218 Grade 9 English teachers from fifty high schools that were drawn from 6 Regional States of the country responded to the questionnaire. In line with this, I collected quantitative data using a coding form and a questionnaire, as well as other forms of qualitative data using interview. Data were analysed both qualitatively and quantitatively. The study revealed that the syllabus writers used the competency-based approach in developing the Grade 9 English language syllabus. However, this approach has some drawbacks. On the one hand, competency-based education is a manifestation of the behaviouristic approach that is excessively reductionist, narrow, rigid and atomized; many areas in which people need certain competencies are impossible to operationalise; the approach does not clearly show how the list of competencies could be realised, how they should be formatted and presented so as to address learner differences. Above all, describing an activity in terms of a set of different competencies is not enough in order to deal with the complexity of the learning process as a whole. Regardless of these drawbacks, CBL was used to identify and list down the contents as well as the learning outcomes to be incorporated in the textbook. Thus, the how aspect remain obscured in that a theory driven approach to developing teaching/learning materials that meet learners' differences was not markedly taken note of as a guiding framework in developing the Grade 9 English language syllabus. The study showed that the great majority of the language tasks are meant to nurture verbal/linguistic intelligence followed by interpersonal and intrapersonal intelligences respectively. As a language textbook, it is good that it gives more coverage to these two intelligence profiles. When it comes to intentional application of principles of task design and materials development, many of the listening, reading and speaking lessons are appropriate in terms of providing comprehensible input, engaging students cognitively and affectively, promoting emotional/affective involvement and facilitating better language use. Similarly, visual imaging is also well taken care of with exception of few of the vocabulary and the grammar lessons. The study also revealed that the syllabus writers were well aware of the need of integrating various language skills, and it was found that the issue of using the integrated approach to ELT materials development was also well addressed and most of the language tasks are designed in an integrated manner with the exception of few of the vocabulary and the grammar lessons. Some drawbacks were also identified with few of the vocabulary and the grammar lessons in terms of providing comprehensible input and enhancing language use. On the other hand, as implementers of the textbook, the target schools’ Grade 9 English language teachers have a good understanding of language learning theories and task design principles. This understanding could help them design supplementary language tasks for their English classes. At last, conclusions are drawn and recommendations are given. / English Studies / D. Litt. et Phil. (English)

Submitted in fulfillment of the requirements of the Degree of Master of Technology: Management, Durban University of Technology, 2011. / The purpose of the study was to investigate the effectiveness of computer-aided teaching on the quality of learning data handling in mathematics in grade seven. The rationale for this study was based on the information that, preceding the introduction of curriculum 2005 in South African schools, statistics education received little or no formal importance. At tertiary institutions in South Africa and in many other countries, very few learners choose to major in statistics. Coupled with this was that the effective integration of technology into the teaching and learning of mathematics remains one of the crucial challenges facing mathematics, which has been slow to respond to technological innovation. A review of the literature provided the basis for the study of grade seven learners to determine the use of technology in data handling, their views on the use of computers in mathematics and the effect of computers on the achievement of the set mathematics goals. Responses to the questionnaire, interview and the test scores as well as factors identified in the literature, are used to catalogue the effectiveness of integrating technology in mathematics. The study identified three defining characteristics, each with a number of associated elements. The first being that learners who engaged in technology activities in mathematics have shown a greater conceptual understanding of mathematics as indicated in the pre-test and post-test scores. The second was that technology intensive instruction through the use of the Excel tool helped learners to gain a better understanding of data handling concepts. Thirdly, research result of this study showed that integrating technology into mathematics instruction can be a positive influence on mathematics learning as evident in the interview as well as the test scores. The study concludes that effective integration of technology in mathematics requires recognition and comprehensive attention. This will provide effective quality learning in mathematics education. / National Research Foundation

Thesis (MEd)--University of Stellenbosch, 2005. / An autobiographical narrative is imparted through different phases of understanding of the reading process, which developed over time in various fields in education. The reading process is discussed from different perspectives, based on own experience: as initial reader who has to master the reading process in a period when meaning of the context is of minor consideration, as teacher of young and struggling readers, as trainer of candidate remedial teachers, as curriculum and resource developer and author of publications with the objective of making the reading process more accessible to learners and teachers, and ultimately as in-service trainer of teachers in an era when children's reading skills deteriorate markedly. After critical reflection and consideration it was concluded that teachers involved in reading instruction and support are empowered only if they can critically reflect on and examine their personal practices in view of a good understanding of the reading process. Different models of understanding, developed over time, were utilised for better insight.