1. INTRODUCTION: This research was undertaken out of a conviction that the training
of teachers in the use of the computer as a teaching aid should be
a priority in any teacher-training programme. This conviction was
strengthened by a study of the literature on computer-based education, as well as by interviews with experts in this field during
a study tour undertaken in the United Kingdom in 1983. HSRC
research, having been done on a continuing base since 1980, also indicated that computer-based education should receive high priority in
the Republic of South Africa.
2. STATEMENT OF THE PROBLEM: This research attempts to answer the following questions: What training should be given to prospective teachers in their pre-service
training to make them competent in the use of the computer
as a teaching aid? What competencies should the teacher have in the
future with regard to the use of the computer as a teaching aid?
Could these competencies be integrated with the present curriculum,
and could this curriculum be implemented in a model for the training of teachers?
3. AIM OF THE RESEARCH: Owing to the near absence of teacher-training programmes in computer-based
education, the aim of this research is to identify the competencies necessary for a teacher to be able to use the computer
efficiently as a teaching aid, to incorporate these competencies in
a curriculum for computer-based education and to develop a teacher-training
model.
4. HYPOTHESES: The following hypotheses to be accepted or rejected as a result of
of the research, were set up:
- There is a need for the training of teachers in computer based
education in the RSA, the content for this training exists and
there are certain competencies which every trained teacher
should have.
- Content and competencies can be integrated into a competency-based
teacher-training model.
- Content and competencies can be integrated into the existing
curricula for teacher training.
5. METHOD AND PROGRAMME OF RESEARCH: A thorough study of recent literature, i.e. books, articles and
conference proceedings, was made. This formed the basis for the
development of a theory on a teacher-training model in computer
based education. From this theory a teacher-training model in computer-based education was deduced.
In chapter one the problem, aims and hypotheses are formulated, as
well as the research programme.
A thorough situation analysis, both from a computer-based education
perspective and from a teacher-training viewpoint, is made in chapter two. Relevant terms are defined, and the relationship between
computer-based education and the didactic principles analysed. It
is shown that the computer can be used in a variety of teaching and
learning modes, for instance drill and practice, tutorial, dialogue,
simulation, games, evaluation, etc. The place of the computer in
the teaching situation is analysed, as well as its potential and
limitations as a teaching aid.
In chapter three the goals and aims of a teacher-training programme
in computer-based education are discussed. A general goal is formulated for two courses, namely a basic general course for all education students, and a course for students wanting to specialize in
computer-based education. These genera1 goals are analysed into
more specific aims, which in turn form the basis for the selection
of course, content and the formulation of competencies in chapter
four.
This is followed in chapter five by a competency-based teacher-training
model, and the research is concluded in chapter six with a
summary and some recommendations.
6. FINDINGS FROM THE RESEARCH: 6.1 FINDINGS WITH REGARD TO THE HYPOTHESES: All the hypotheses stated in paragraph 4 of this summary can be accepted on the results of this research. A definite need for the
training of teachers in computer-based education is revealed, the
content for this training, and the competencies required are
described. Content and competencies can be integrated into a competency-based teacher-training model, and can also be integrated
into the existing curricula for teacher training.
6.2 FINDINGS WITH REGARD TO THE RESEARCH PROBLEM AND THE AIMS OF THE
RESEARCH: To answer the questions put in the formulation of the research problem, competencies had to be identified, a curriculum, as well as a
competency-based training model, had to be designed. These were
all achieved. It can therefore be concluded that the aims of the
research were realised.
6.3 FINDINGS FROM THE LITERATURE: The world is on the threshold of a new era, the information era,
which will replace the industrial era.
It is in line with God's cultural command that the computer should
be studied and used in order to help to accomplish God's plan for
man.
In a number of countries, for instance the United States of America,
the United Kingdom and France, strategies have been implemented to
promote computer-based education.
There are a number of isolated, but well established efforts to implement computer-based education in the RSA. The Human Sciences
Research Council is actively involved in research on computer-based
education.
Computers will become cheaper, more powerful and user-friendly, and
will therefore play an ever-increasing role in the everyday life of
each individual.
A number of serious problems exist in connection with the implementation of computer-based education, for instance the present weak
economic climate, black education explosion and the drive toward
equality in standards of education in the RSA.
From a computer perspective the greatest problems are the backlog in
courseware (lesson material) suitable for South African schools,
the incompatibility of South African curricula and imported
programme packages, and practical problems in the development of
courseware.
From a teaching perspective, the following conclusions may be
reached:
- Several computer configurations, from mainframe to micro-computer, are suitable for teaching situations.
- Several instructional modes are available in computer-based
education, which makes it a very powerful teaching aid.
- The computer can play an important role in problem solving
strategies.
- The simulation mode of computer-based education makes it possible to include projects in the curriculum which would otherwise
be too costly, too dangerous or too long to include.
- Computer-based education can make drill and practice situations
less frustrating for all involved.
- Computer-based education can be used effectively in evaluation.
- The computer, as a new teaching aid, is in harmony with the
existing didactic principles like motivation, individualisation,
socialisation, mastery, etc.
7. RECOMMENDATIONS ARISING FROM THE RESEARCH: 7.1 Recommendations with regard to teacher training are the following:
- all authorities concerned with teacher training should start as
soon as possible with the training of teachers in computer-based
education.
- Training for students in preparation for secondary education
should receive priority.
- An interest group for computer-based education should be formed
in each region. These groups can discuss problems and progress
at meetings, newsletters can be sent to members, and other activities can be embarked upon to enhance the state-of-the-art
of computer-based education.
- The various education authorities should give serious thought to
a strategy for in-service training in computer-based education.
- Dialogue between the teacher training institutions and the computer industry, that is manufacturers and distributors of hardware and software, should be encouraged. Such dialogue is essential in view of the rapid changes taking place in the field
of micro-electronics.
- Training programmes should be reviewed at short intervals, due
to the dynamic nature of this field.
-Training programmes and courseware development-programmes should
go hand in hand, because of the serious shortage of suitable
courseware for the South African situation.
- Lecturing staff at all training institutions, but especially
those at which teachers are trained, should be involved, on a
voluntary basis, in computer-based education projects.
- Methods should be devised to encourage lecturing staff at training institutions to become involved in the development of
courseware for their students, otherwise they are bound to continue in the traditional way of lecturing, and of writing research papers and textbooks.
7.2 Recommendations with regard to teaching practice are the following:
- Education authorities must provide broad guidelines to schools
with regard to computer-based education. At present every educational institution which becomes involved in computer-based
education does so on its own initiative - there is no co-operation between different institutions.
- Schools and other educational institutions should form computer-based
education clubs or interest groups.
- The implementation of computer-based education should be done
with tact and without force, especially as far as practising
teachers are concerned.
- The computer can be used initially to lessen the teacher's administrative workload.
- The enthusiastic and capable teacher who is interested in computer-based education should receive all help and encouragement
possible. If possible, he should be freed from, extra-mural
activities and be assigned to computer-based education only.
- Schools and other educational institutions should actively support any action emanating from the authorities with regard to
computer-based education.
- Schools and other educational institutions should encourage computer literacy amongst their students through the formation of
computer clubs.
Recommendations with regard to further research are:
- Research should be conducted on the training of teachers for
computer-based education in the various educational systems for
black and coloured people. This is necessary because of the
vast differences in the initial situation and cultural background
between the various groups.
- Research should be done on the feasibility of a national strategy for the training of teachers in computer-based education, the
introduction of computers into schools and the encouragement of
computer literacy in general.
- Research should be done on the development of a similar model for
the training of teachers for primary education.
- This model - and others - should be evaluated in practice.
- The role and function of computer-based education in all the
different subjects should be researched.
- Research should be done with regard to the effect on the general
public of a national strategy for computer-based education.
- Continuous research should be done on how the computer can be
used to 1mprove teaching. New developments in the field of
hardware and courseware necessitate this.
It is clear that the field of computer-based education is a dynamic,
developing field, which is continually stimulating research. / Proefskrif (DEd)--PU vir CHO, 1985
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/9317 |
| Date | January 1985 |
| Creators | Malan, Mathys Michiel |
| Publisher | Potchefstroom University for Christian Higher Education |
| Source Sets | South African National ETD Portal |
| Language | other |
| Detected Language | English |
| Type | Thesis |
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