The goal of this project is to assist the teacher in integrating technology into a seventh grade science classroom, with an emphasis on the human body systems. Through the integration of technology into science education, this project aided in enhancing the learning environment, while motivating students to become more active participants in their learning experience.

The purpose of this project was to address the need for integrated technology in schools by presenting LaunchPad as a means of implementing student-owned laptops in the classroom.

The purpose of this project was to provide teachers with different teaching assessement, tools, approaches, and strategies. The context of this problem was to address the need to develop a teacher handbook proposal entitled Teachers' Handbook For Implementing Learning Styles Through the Multiple Intelligences.

The purpose of this project was to design, create, and produce a web site for teachers that instructs them on the creating, developing and sharing of Web Quests. Web Quests utilize the wealth of information on the internet to provide a means of moving the teacher away from lecturer and toward facilitator.

Thesis (M.A. (Nursing)) -- University of Limpopo, 2018 / The implementation of Information and Communication Technology (ICT) and its impact on teaching and learning have not been researched in the Limpopo College of Nursing and, therefore, learner nurses' perceptions and nurse educators are not known. The purpose of this study was to explore and describe the perceptions of learner nurses and nurse educators of the use of ICT in teaching and learning at the Limpopo College of Nursing (LCN). Upon obtaining clearance from the Turfloop Research Ethics Committee (TREC) to conduct the study, the College granted permission to conduct the study. Research employing the exploratory-descriptive qualitative research design was conducted to achieve the aim and objectives of this study. Data were collected from forty-seven (47) learner nurses and sixteen (16) nurse educators using focus group interviews. Data were audio-recorded, and field notes were written. Trustworthiness was ensured by applying Lincoln and Guba's trustworthiness criteria. Transferability was ensured by utilizing purposive sampling techniques to include all participants. Data were analyzed qualitatively by using Tech's open coding method. The study results indicated that there is no ICT implementation in teaching and learning at the LCN. Learner nurses complained about the unavailability of proper ICT infrastructure, the lack of training of all LCN stakeholders in the use of ICT, the lack of skills of the lecturers to facilitate the utilization of ICT platforms, and the lack of a structured curriculum that embraces ICT platforms. The results indicated that nurse educators were concerned about producing learners who are not familiar with ICT; however, nurse educators were willing to implement ICT, even though no training had been provided to both old and new staff on ICT use. The results indicated that the LCN employs no ICT personnel. It is recommended that on-going training of the learner nurses and nurse educators in the use of ICT facilities be considered to remedy the situation. The college management should take the initiative to provide ICT facilities that can serve all campuses.

Thesis (M. Ed. (Technology)) -- University of Limpopo, 2021 / The purpose of this research was to investigate how Technology teachers in Grade 9 create an effective learning environment for teaching the topic of ‘Structures'. Technology is a new subject in the South African curriculum, therefore, the creation of a learning environment conducive to learning about Structures as one of the themes in Technology is crucial. In the South African curriculum for Technology, the Curriculum and Assessment Policy Statement (CAPS), learners have to be taught about the following design process: Investigating, Designing, Making, Evaluating and Communication. Besides, learners need to know strengthening and the functions of Structures. The design process will ultimately lead learners into modern structural engineering where the aim is to create structures that are up to standard and operational, as they are in the real world. The design process for structures needs to take into consideration three main aspects: mechanical concepts, aesthetic concepts, and sustainable development, which are independent while interrelated at the same time. Modern structural engineering needs to coordinate humanity and natural development. Structures, in broad terms, relate to buildings, dams and bridges, therefore, for structures to be designed, they need architects and structural engineers. Structures have been part of humankind for shelter, storage, communication and to solve many human problems. The creation of a learning environment for teaching structures, which is the main focus of this research, was studied in relation to a constructivist learning environment, e.g. pre-conceptions, sensorial activation and the analysis of subject matter, in accordance with the Resource Theory. The Resource Theory calls them the ingredients believed to enhance learning, where a learning environment is created by physical facilities, human resources and fiscal resources. Studying technology using Resource Theory as the theoretical framework may give insight into the successful teaching of Technology as a subject in South Africa. Besides, the Resource Theory has characteristics of constructivist models like Education Reconstruction for Teacher Education (ERTE), which was used for studying science where learners’ preconceived knowledge, sensorial activation and subject matter analysis are considered as effective for creating a conducive learning environment. The Resource Theory vi emphasizes that physical resources, human resources and fiscal resources enhance an effective learning environment. The advantage of these constructivist models is that they represent the framework for an integrative approach to research on creating a learning environment for teaching topics such as Structures. The models firstly integrate sensorial activation; secondly, the empirical study of learners’ pre-conceptions; and thirdly, an analysis of the subject matter. When creating a learning environment for structures using the analysis of subject matter, sensorial activation and learners’ pre-conceptions, the pedagogical content knowledge for Technology teachers may also be successfully explored. Currently in some schools in South Africa, the topic of ‘Structures’ as one of the Technology themes, is taught in a general classroom with no equipment, materials and teachers’ lack of knowledge of the learning environment. Besides, the literature shows that there is no ordered environment earmarked for teaching and learning Technology. Some teachers are not able to teach effectively, as a result, there is no conducive learning environment for teaching the topic of Structures. This means that the learning environment in many schools in South Africa still leaves much to be desired. The main challenge is that teachers focus more on the curriculum and textbook’s sequencing of topics in teaching in a context of classrooms where practical tasks are not emphasised. In addition, teachers do not always have a clear understanding of the structure of the curriculum or the demands of the curriculum. Teachers need to be trained on how to integrate various resources, as the literature suggests, not only to follow textbooks as a way of sequencing their teaching. Owing to the above-mentioned gaps a study was needed to investigate how Technology teachers create an effective learning environment for teaching the topic of Structures. A qualitative approach and case study design were used to find out how a learning environment for Structures is created in Bohlabela Circuit. The data were collected using unstructured questionnaires and document or observation sheet for planning documents. Two Grade 9 Technology teachers participated in the study. Since this study was about investigating the learning environment created by Technology teachers when teaching the theme Structures, the findings revealed that these teachers had a knowledge of what creating a learning environment is, but it was not vii clear if they practiced this in their classrooms. They seemed to have a knowledge of the essence of prior knowledge, resources and content knowledge of Structures. The study recommends that curriculum advisors at Circuit level need to intensify workshops and visit Technology teachers in schools to check whether they have artefacts made by learners using the Design Process. Furthermore, observation during teaching is necessary, monitoring the effectiveness of teaching and learning of making Structures. The importance of this study is that the findings may be helpful to technology curriculum designers, teachers and learners, since workshops may be conducted in a proper way. Resources need to be coupled with teachers’ content knowledge of structures and strategies for instruction. Key concepts: Creation of learning environment; Content knowledge; Constructivists learning environment; Pedagogical content knowledge; Resource Theory; Sensorial activation; Structures; Technological pedagogical and content knowledge.

Bibliography: pages 83-106. / In 1984 Bybee used 262 science educators from 41 countries to develop an instrument for measuring their ranked priorities of science and technology related global problems. In 1995 the original Bybee scale was updated and clarified, and a new 15-item-version, the Le Grange Global Priorities Instrument (LGPI), was piloted, refined and validated. The new Le Grange Global Priorities Instrument (LGPI) was administered to 421 North Sotho, 433 urban Xhosa and 348 suburban Coloured high school pupils in the Northern Province and Western Cape Province respectively. The study is an enlargement of the work of Bybee and Mau (1986); Bybee and Najafi (1986); Ndodana, Rochford and Fraser (1994); and Le Grange, Rochford and Sass (1995) and it is to date the first one of its kind to be extended to school pupils. Data was collected during a seven month period from January to July 1995 as part of the normal class schedule, with the help of science teachers and school principals. The data gathered were analysed with the Statgraphics package available in the standard computer. More than 96 percent of the data gathered were used for this analysis.

Bibliography: pages 73-82. / Using 262 acknowledged science educators from 41 countries, Bybee developed a scale for measuring the ranked priorities of scientists, and others, with respect to twelve major global problems related to science and technology in 1984. In 1993 this scale was re-administered to samples of 76 Cape Town science educators, 55 Transkei science educators and 129 chemical engineering undergraduates at the University of Cape Town. High correlations ranging from r = 0.68 to r = 0.90 were obtained among the four samples' mean ranked priorities on the scale as a whole, over the ten year period. Among the top six global problems in 1984, five still received consistently high overall prioritisation in 1993, namely: population growth; world hunger and food resources; human health and disease; air quality and atmosphere; and water resources. The mean ranking of war technology as a priority declined by seven places over the ten year period. Educators surveyed in follow-up studies in 1993 made numerous recommendations for teaching these global problems. These included the use of the science-technology-society (STS) approach in science education; the introduction of a core school curriculum on environmental education; the encouragement of student participation in projects which help to reduce or eliminate such global problems; and the re-allocation of money spent on nuclear arms towards the satisfaction of human basic needs such as food, housing, health and water services. In a follow-up survey of twenty lecturers in engineering at the University of Cape Town in 1993 and 1994 important goals and issues singled out by individuals included the provision of mass housing and infrastructure; sanitation; urbanisation; job creation; the abuse of high technology in communications; technological illiteracy among decision makers; abuse and reduction of oceanic resources; photochemical smog; the prediction and possible control of droughts and floods; demands on the human race of the information explosion; electromagnetic wave hazards and pollution; resource depletion education and the dissemination of knowledge; the emergence and separation of C.P. Snow's "Two cultures"; and the myth of the peace dividend. Several of these issues were then subsequently included in 1995 in an updated, modified and extended form of the Bybee Scale. Currently a reliable and validated 15-item Scale -emerging from the findings of this dissertation - is being employed by other research workers in various parts of the new South Africa. During 1995 its chief use has been offering relevant input into, and providing empirical justification for, fundamental aspects of the policy of the current Reconstruction and Development Programme, as set out in the 1995 White Paper of the Government of National Unity.

published_or_final_version / Education / Master / Master of Education

In November 1998, the Hong Kong Government published the policy document entitled "Information Technology for Learning in a New Era Five-Year Strategy 1998/99 to 2002/03" and defined the goals and the scope of the development of Information Technology in education in Hong Kong. One of the goals is to encourage using Information Technology (I.T.) in education and to promote students' ability in handling information. As the role of I.T. is becoming more and more important in education, schools themselves have also implemented I.T. to various extents. The main purpose of this study is to explore the impacts of the external environment on the development of I.T. in Hong Kong primary schools and examine also the relationship between the use of I.T. in education and teaching effectiveness in Hong Kong primary schools. / Recommendations have been made for school administrators' consideration in the development of I.T. systems in primary schools and ways of improving teaching effectiveness. Further areas of investigation into the relationship between the development of I.T. in education and teaching effectiveness in primary schools are also recommended. / The results of the research indicate that: (1) the "Policy" factor and "Funding" factor had a high, significant correlation with the different aspects of I.T. development of Hong Kong primary schools; (2) a school with well-developed I.T. had a positive significant correlation with "Teaching Effectiveness". / The School Environment Constraint Instrument developed by Lam (1989) was adopted to meet the context of Hong Kong primary schools and modified for this study. Two new factors "New Arrivals" and "Language Policy" are used to replace the original factors of 'Ethnicity' and 'Second Language'. The other two research instruments which measured "Information Technology Development" and "Teaching Effectiveness" were developed by the Researcher. / This study uses a quantitative approach to achieve the above purposes. Questionnaires were sent to 823 teachers from 25 Hong Kong primary schools to solicit their views on the impact of I.T. in school education, the use of I.T. education and their perceptions of teaching effectiveness. / 關李榮. / Adviser: Sun Keung Nicholas Pang. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0454. / Thesis (doctoral)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 228-246). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Guan Lirong.