Return to search

Any tool works if you are using the language: the role of knowledge in ICT integration in a Johannesburg private school

A research report submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements of the degree of Master of Education by combination of coursework and research.
Johannesburg 2016 / Increasingly teachers are expected to integrate ICTs into their teaching practice. Recent studies have focused on the role played by teachers’ technological pedagogical content knowledge in explaining how they exploit the affordances offered by the new digital technologies, and yet the pace of integration has been far slower than expected.
Education is founded on the business of knowledge, and yet there is a knowledge blindness in educational research. This study tries to discern what effect subject specialization and knowledge has on teacher’s adoption of ICTs into their pedagogical practice, using the framework of Legitimation Code Theory, in particular semantic waves. Seeing ICT practices as affording both knower and knowledge practices, and as affording gravitation or levitation allows us to start to unpack further how the forms knowledge takes influences decisions around ICT adoption. / MT2017

Identiferoai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/22614
Date January 2016
CreatorsLove, Dorian Aden Sean
Source SetsSouth African National ETD Portal
LanguageEnglish
Detected LanguageEnglish
TypeThesis
FormatOnline resource (x, 164 leaves), application/pdf, application/pdf

Page generated in 0.0021 seconds