This study was conducted as a case study at the rural Ethridge Junior Secondary School which is located in the Eastern Cape Province of South Africa. The aim of the study was to investigate how school gardens could be used to teach environmental activities in the Technology Learning Area at senior phase. The study examined how environmental activities in the school garden can be used to develop technological concepts and knowledge and for developing technological problem-solving abilities. Furthermore, it examined the relationship between technology, society and environment, and how structural and socio-cultural factors influence the use of environmental activities in the school garden. The overall approach was a case study. The data was generated using qualitative methods such as interviews, observation, workshops and document analysis of learners’ work. Of all the research tools used, the interviews and observations were the most fascinating and informative methods. The study focused on various activities undertaken by Grade 8 learners in their Technology Learning Area. These activities were compost making, planting and irrigating. The study showed how learners from poor rural homes can use available resources and suitable technology processes to plant vegetables. In terms of resources, virtually all resources used in the study were free, sourced locally and/or borrowed. This indicated that even in poor, rural areas materials are available to make structures and complete activities. In terms of available suitable technology, learners in the study explored the use of old car tyres for planting containers that can be easily transported. They also, using easily available resources such as tin cans, explored how to design and construct an effective, low-water consumption, low cost irrigation devise. The study explored the achievement of Learning Outcomes (LO) using the school garden. This study uses the school garden as a teaching aid to achieve the three main LO’s in the Technology Learning Area (LA). This study has also indicated that LO’s are sometimes intertwined, that is to say that more than one can be achieved at the same time. The three activities (compost making, planting and irrigation) were used to attain the required LO’s. The study indicates that LO 1 (related to applying technological processes and skills ethically and responsibly) can easily be achieved by designing a compost box and a compost heap, making them and evaluating the process. LO 2 (related to understanding and applying relevant technological knowledge) could easily be achieved in the irrigation activity, and LO 3 (related to demonstrating interrelations between science, technology, society and environment) could easily be attained in both compost making and planting. The study also showed that curriculum activities, such as those used in this study, are influenced by socio-cultural and structural factors that influence the curriculum contextualizing process. The main findings of the study are captured in five analytical statements. These form the basis for a set of recommendations to inform the use of school gardens as a resource for technology teaching in Ethridge Junior Secondary School, and possibly for other rural schools.

At the University of Port Elizabeth (UPE), the End User Computing course (EUC) acts as a service course for many departments. This implies that many students are forced by their curricula to register for this course. The ever-increasing numbers in EUC place a considerable load on existing human and physical resources. In lecture groups of 120 –160, students rarely get the attention they need, and the pace at which the content is delivered (too slow or too fast) may also inhibit the learning process. During an initial investigation into E-learning at UPE in 1999, a prototype virtual classroom was developed. There were, however, a number of problems with this prototype. Firstly, it was implemented using a number of different technologies, which made it difficult to extend and maintain. Secondly, it only addressed some aspects of an E-learning environment, which proved insufficient for the EUC course. In the existing EUC course at UPE, the students are already exposed to some E-learning concepts, as a section of their skills training component is handled by using multimedia software in a simulated environment. The objective of this project was to extend the E-learning component further to determine the advantages and disadvantages of using E-learning to support information technology (IT) education in a contact-university environment. This project included a literature search and survey of existing E-learning environments at other universities. This research was used to develop a draft framework for an E-learning environment. The framework was used to select a tool to create an E-learning environment at UPE. An experiment was designed using this E-learning environment to support two IT courses at different year levels. The results of the experiment were analysed using qualitative and quantitative methods to determine the impact of using E-learning to support IT education at UPE. The results of this research show that E-learning can be used to support IT education at UPE. More success, however, was achieved at postgraduate level than at first-year level. Making use of Elearning increased student satisfaction and promoted active learning, while providing benefits like convenience, communication, flexibility and scaffolding. We conclude, therefore, that E-learning can provide a flexible approach to IT education in a university environment in the future.

An increased emphasis is being placed on ethics in Information Systems. An investigation of: the relevant literature which highlighted the growth of, and importance in understanding the moral philosophies which underlie Computer Ethics; and the official curricula recommendations that have increasingly and consistently recommended inclusion of courses describing the Social, Professional and Ethical responsibilities of Information Systems Professionals; and informed by the observations from two empirical Studies that showed the extent of unethical behaviour, and how this behaviour is diminished in those who have received formal tertiary level education resulted in a proposed new course module on Ethics in Information Systems. The module follows a sandwich-approach whereby two stand-alone modules are conducted on either side of integrated Computer Ethics content within the rest of the curriculum.

This study focuses on teachers' perceptions of their computer practices in various aspects of their work and the factors which enable or impede them.

Science educators are currently facing the challenge of reforming the practices of science education. Publications of various science and educational organizations have established new criteria for accomplishing this goal. The new goal of science educators is scientific literacy for all.

The purpose of this project is to determine if using computer technology as a tool for conceptual change would be an effective pedagogical strategy in replacing science misconceptions.

Thesis (M.A. Education (Curriculum Studies)) -- University of Limpopo, 2021 / The emergence of Web 2.0 and Web 3.0 resulted with digital classroom technology that changed learning spaces into interactive digital spaces. Changes in classroom digital technology has caused education ministries to make a substantial investment in digital technology infrastructure and teacher training, to prepare teachers to venture into the 4th Industrial Revolution. The advent of tablet and smart phone technologies created a platform for schools within developing economies to change from traditional classroom practices to digital classroom technology. The problem this study examined is the lack of classroom technology and connectivity, and teachers’ circumstances that makes them fail to transition to digital pedagogies. The purpose of the study was to investigate the levels of digital classroom technologies and teacher’s usage of technology in selected schools in Limpopo Province. This study was guided by three main research questions, namely, “What is the level of classroom digital technologies in schools? What is the teachers’ perceived level of usefulness of using digital classroom technology? Do teachers possess competencies required to influence teaching and student learning?” The study is qualitative in nature and the interpretivism paradigm and a theory of technology acceptance model were used to guide in assessment of this phenomenon. The study was premised within the interpretivism paradigm and qualitative case study approach was used. Interviews and document studies were used to collect data from 4 teachers, 4 heads of department (HoD) and 4 principals, who were selected from four case schools that participated in Limpopo CoLab school project. The findings of this study identified a low level of digital classroom technology integration in Limpopo project schools due to inadequacies of digital classroom technologies and lack of internet connectivity. Furthermore, teachers’ resistance to transit from teacher-centred pedagogy to learner-centred pedagogy; a lack of adequate teacher training on digital classroom technology; and failure in the implementation of e-education policy by case schools were identified as challenges faced by Limpopo Project Schools. The study concludes that schools that were serviced by Limpopo CoLab project lack digital classroom facilities to practice what were learnt during training. This study recommends the vi Department of Basic Education provides Limpopo schools with school connectivity and digital technologies. This study further recommends that training of teachers on the use of digital classroom technologies should be made a priority.

This mixed methods dissertation study explored how secondary school educators in specific K-12 competition programs recruited and deployed STEM professional volunteers. The study explored which practices were viewed as most important, and how practices related to constructivist pedagogy, all from the viewpoint of educators. The non-positivist approach sought new knowledge without pursuing generalized results. Review of the literature uncovered extensive anecdotal information about current practices, and suggested that large investments are made in engaging volunteers. One National Science Foundation-sponsored study was identified, and its recommendations for a sustained research agenda were advanced. Three study phases were performed, one to explore practices and operationalize definitions, a second to rate practice's importance and their relation to pedagogy, and a third to seek explanations. Educators preferred recruiting local, meaning recruiting parents and former students, versus from industry or other employers. Most educators preferred volunteers with mentoring skills, and placing them in direct contact with students, versus deploying volunteers to help with behind-the-scenes tasks supporting the educator. Relationships were identified between the highest-rated practices and constructivism in programs. In STEM professional volunteers, educators see affordances, in the same way a classroom tool opens affordances. A model is proposed which shows educators considering practicality, pedagogy, knowledge and skills, and rapport when accessing the affordances opened by STEM professional volunteers. Benefits are maximized when programs align with strong industry clusters in the community.

The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of science, technology, engineering and mathematics (STEM). Using Tinto's retention rate theory as the theoretical foundation, data were collected from freshman who were enrolled in the years 2005 to 2008. Results showed gender and first-generation status were significant predictors of STEM completion and time taken to complete the degree. Institutional bias played a role in race/ethnicity not being a factor affecting completion rates, as this study was conducted at a Predominantly White Institution. SAT scores and first and second-year college GPA showed to have the most prominent influence on both STEM completion rate and time taken to complete the degree. Females with higher first-year college GPA and higher high school rank finished faster. Similar results were found with first-generation students as well. Students belonging to ethnic minority groups with higher SAT scores and college GPA had greater success in STEM fields as well. The study results can be used to increase completion rates of underrepresented students in the STEM fields, given what we know about the interactions between underrepresented student groups and the most important predictors.

Bibliography: leaves 131-155 / The central objective of the present research was to provide a better understanding of stereotype threat and its underlying effects on female high school students’ intention to major in Science, Technology, Engineering and Mathematics (STEM) fields. Specifically, the study investigated the intervening effects of mathematics/science self-efficacy and the conditional effects of perceived social support with regards to the implications of stereotype threat. For this reason, three studies were conducted. Participants were female (Study 1 – 3) and male (Study 1) high school students from Harer and Dire Dawa Regions, located in the Eastern part of Ethiopia. Study 1 provided evidence that both female and male participants were well aware of the existence of the negative stereotype about females’ mathematics/science ability. Participants reported that the Ethiopian society attributes less mathematics/science ability to females than to males. Although female participants were well aware of the existence of the negative stereotype about females’ mathematics and science ability, they did not endorse it. Study 2 showed experimentally that stereotype threat reduces indeed females’ intention to major in STEM fields. Moreover, Study 2 revealed that mathematics/science self-efficacy mediated the relationship between stereotype threat and females’ intention to major in STEM fields. Study 3 addressed the role of social support. The results revealed that female participants who felt socially supported in their intention to major in a STEM field were found to be resistant to the negative effects of stereotype threat. In other words, it is the interaction between stereotype threat and the lack of social support that reduces females' intention to major in STEM fields. The findings of the present study are discussed in relation to stereotype threat theory and related literature as well as in relation to potential educational interventions relevant for the Ethiopian context. / Psychology / D. Phil. (Psychology)