Academic literature on the topic 'Computer-assisted instruction – South Africa – Case studies'

Thesis (M.Ed. (Education)) - Rhodes University, 2007.<br>A thesis submitted in partial fulfillment of the requirements for the degree of Masters in Education, Information Communications Technology in Education in the Education department.

Thesis (MBA)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: In South Africa, an increased effort is being made to integrate the use of technology into the public education system, as technology has proved to be beneficial to both teachers and learners. Technologies introduced in schools are not always adopted equally by all educators. There are differences in both the rate at which the technology is adopted, as well as differences in the extent to which each teacher is willing to integrate the technology into the classroom. iSchoolAfrica has extensive experience in the successful roll out and implementation of technology at schools. The objective of the research was to study iSchoolAfrica’s implementation approach, with a focus on educator engagement, to enable the generation of a set of guidelines that can be used by service providers who implement similar projects in the future. A secondary objective was to understand the reasons for resistance towards technology. Primary data was obtained via interviews with iSchoolAfrica employees. In order to include the views of a set of end-users and possibly the primary stakeholders in such projects, this study offers input from teachers at a school where iSchoolAfrica implemented a technology program. The attributes of a school have a significant impact on the success or failure of a technology project. Implementers must have a deep understanding of the management of the school and the challenges that the school faces before they undertake any technology projects. Resistance from teachers towards a technology change initiative arises for a variety of intrinsic and extrinsic reasons. The main reason why teachers tend to be unwilling to adopt new technology is their lack of self-confidence in terms of their competency in using the technology. Teachers are also overwhelmed by their existing workload and may resist a technology change that they feel adds to their workload. There is also a high probability of resistance from teachers who integrate technology into lessons under duress, after exposure to inadequate training programs. Appropriate training is the primary measure used to counter potential resistance. This training should not only focus on device usage, but rather on pedagogical practices so that teachers understand how to integrate the technology into existing lessons. The role of a facilitator is also important. Although facilitators lead the training effort, they also assume a supportive role and guide the teachers through their adjustment to technology. Although resistance towards change is expected, an implementer can take proactive measures to minimise this resistance and thereby increase the probability of success of the project.

Many white primary schools in South Africa have acquired computers which are being used in various ways. In my experience few members of staff are confident enough to use the computers in the school for educational purposes. Those who have been using them, generally have been doing computer literacy. The teachers in our school expressed the view that they would like to be able to use the computer, but that they lack the necessary skills and therefore would welcome some form of training. In my opinion computers should form an integral part of a child's learning environment. It has, for some time formed a part of his social environment, either in the home or in the workplace. For computers to be used effectively in the classroom, it follows that the teachers need to be trained to use them. In an attempt to overcome this problem, I designed and presented an in-service course, which used selected computer assisted learning (CAL) programs with teachers. These teachers then used these programs with the pupils in their class and evaluated the pupils' reactions to the innovation. As a result of the observations and the feedback provided by the sample of teachers, it is suggested that this might be a possible approach to in-service training for other schools. With adaptation it should be possible to follow this approach in any school which has a computer and someone on the staff who is willing to take the initiative to implement such an innovation.

This study explores the integration of Information and Communication Technologies (ICT) into teaching and learning within one Higher Education institution. The main question driving the study was: How is ICT integrated in the teaching and learning of mathematics, science and technology education (MSTE) in a Bachelor of Education programme? This is a case study of lecturers and students in Mathematics, Science and Technology Education. It makes use of questionnaires, interviews, field notes and document analyses to collect data. MSTE lecturers and students were assumed to be well versed in ICT usage and, therefore, well placed to assess its integration into teaching and learning. There were five main findings: First, that Mathematics, Science and Technology Education lecturers showed some ambivalence in their ontological and epistemological orientation to using ICT. Some leaned towards the instruction paradigm and used ICT as a tool for the transmission of knowledge; others leaned towards the learning paradigm, showing an awareness of the need to elicit discovery through ICT. Secondly, that lecturers’ understanding of ICT integration was oriented towards teaching and learning from technologies rather than with technologies. Thirdly, that processes of ‘pedagogical evolution’ were taking place, in terms of which there was a gradual but perceptible shift in the teaching and learning practice of both students and lecturers. Fourthly, there was no evidence to show that lecturers used ICT to promote innovative and creative teaching; in fact, students appeared to be more creative in using ICT resources, than lecturers. Fifthly, and finally, lecturers did not assign ICT-based tasks that promote conceptual understanding. They assigned tasks that asked students to extract and reproduce information from computers, without demonstrating understanding. When used in this way, ICT can, in fact, be de-skilling. From these findings, it can be concluded that ICT integration cannot be understood without exploring the ontological and epistemological orientations, as well as the theoretical orientations, at play in the teaching and learning situation. It is on the basis of these that people, that is, lecturers and students, make use of, ICTs to achieve desired goals. It is therefore recommended that, for the improvement of integration, there should be a greater emphasis on developing and sharing pedagogical expertise concerning ICT use in teaching and learning. It is recommended that a country-wide research survey should be undertaken, based on probability sampling and focussing on pedagogical issues in ICT integration in teaching and learning.

The Ministry of Education (SICTE, 2002) states that the widespread introduction of computers in schools should support Curriculum 2005 and that computer technology is part and parcel of making schools the center of community life. The vision is to establish Smart Schools: schools that are reinvented in terms of teaching-learning practices to prepare learners for the information era (SICTE, 2002). Kafai (1996:71) has found that conventional school assignments rarely give learners the opportunity to spend a great deal of time on complex projects. As a result, many learners have little experience in design: planning, problem solving, researching, dealing with time constraints, modifying expectations and synthesizing everything in a project. Research by Carver, Lehrer, Connell and Erickson (1992); Lehrer, (1993); Lehrer, Erickson and Connell (1994); Kafai (1996); Liu and Hsiao (2002) and Liu (2002) indicates that the design of hypermedia artefacts can assist in providing experience in design. To date, no equivalent research has been conducted in South Africa to ascertain the perceptions of learners regarding the creation of a hypermedia artefact over an extended period of time and whether some of the critical outcomes specified in Curriculum 2005 can be addressed in such a learning-by-design hypermedia project. This study shows that design skills and aspects related to the critical outcomes of Curriculum 2005 can be achieved. Furthermore, it indicates that this kind of project encourages interest, motivation and collaboration. In addition, it suggests that learners experience the role of the teacher as different and prefer such a learning environment. In spite of the positive results, some aspects that need attention for future implementation are suggested.

ICTs have had a tremendous impact on our educational environment. There have been a huge number of developments and support in implementation of ICT in Higher Education teaching and learning, also referred to as e-learning. Similarly there appears to be quite a number of research conducted on the use of ICTs in blended learning settings worldwide and as well as in South Africa. Very little research however, has focussed on the experiences of lecturers with e-learning, specifically as it relates to Learning Management Systems (LMS). In trying to meet the requirements of its academic programmes and be in line with new developments worldwide, the University which is the focus of this study pilot projected the use of an LMS in a blended learning approach which integrates face-to-face classes with Blackboard, an ICT-based system or tool. Following the implementation of the pilot project, this study explores the experiences of lecturers in their blended learning environments at this university in the Eastern Cape province of South Africa. The research design was that of an interpretative paradigm within a qualitative research approach in a case study methodology. Purposive sampling of six lecturers from departments within faculties across two campuses was done. The data was gathered through interviews, a follow-up questionnaire and document analysis was employed. Using Critical and Social Realism as meta-theories the study employed aspects of Activity Theory as substantive theory to understand particular experiences of blended learning environments and identify conditions which enable and constrain engagement in these environments so as to explore potential lessons to inform the kind of educational support which could be offered to facilitate uptake of the LMS.