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1
Bean, Pat. "Educational computing in secondary schools of the Cape Education Department: a research survey to assess computing facility acquisition and its utilization." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003387.
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Secondary schools under the jurisdiction of the Cape Education Department (CED) have, over the past 10 years, been acquiring computer equipment without a national policy on educational computing in South Africa, and within only broad parameters provided by their department. The aim of this study was to determine the present status of educational computing in these schools. A literature survey on educational computing was undertaken and a number of international and local 'computers-in-schools' initiatives were elucidated. A field survey, involving all CED secondary schools (239), was initiated by sending questionnaires to principals of these schools - a return rate of 89% was achieved. The results of the research revealed that most CED secondary schools have already acquired computer facilities. The role of pressure groups such as teachers, parents, business sector etc together with other factors that might have influenced schools in acquiring their computer facilities was also investigated. The investigation also revealed where and how these facilities are being utilised: most schools use their computers for administrative functions, with the computer-as-a-tool for teachers and pupils also fast gaining ground. Computer-assisted learning activities, where the computer is integrated with subject curricula, are however still limited. The extent of both teachers' formal training in educational computing and their familiarity with different software applications were also determined. Schools were also required to indicate the areas where they experience problems in getting teachers and pupils more involved in 'computers-in-education' activities. The present educational computing position in secondary schools of the CED will have to serve as a foundation for the department's CISR Project embarked upon in 1991.
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Mostert, Marthinus Petrus. "'n Ondersoek na die aanwending van 'n enkele mikrorekenaar in die klaskamer as hulpmiddel vir die onderrig van wiskunde in die sekondere skool." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003562.
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Suppes beweer dat "All teachers everywhere recognise the help that books give them in teaching students. The day is coming when computers will receive the same recognition. Teachers look on computers as a new and powerful tool for helping them to teach their students more effectively." In hierdie ondersoek word gepoog om op die voordele van die aanwending van een mikrorekenaar as hulpmiddel vir die onderwyser vir die onderrig van wiskunde, te wys. Die belangrikste oorwegings in die ondersoek was: 1. Efektiwiteit van die metode. 2. Bekostigbaarheid van die metode. Die effektiwiteit van hierdie metode van onderrig word hoofsaaklik bepaal deur die geskiktheid van die programmatuur. Programmeringsvaardighede aan die kant van onderwysopgeleide persone versterk hierdie oorweging. Deurdat slegs een mikrorekenaar gebruik word, word deels aan die tweede oorweging, naamllk bekostigbaarheld, voldoen. Programmeringsvaardighede, soos hierbo genoem, kan ook bydra tot die besparing van koste deurdat bogenoemde programmatuur 'intern' ontwikkel word. Die wens word uitgespreek dat hierdie metode van onderrig tot voordeel van die totale leerlingbevolking van die land aangewend sal kan word.
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Van, Zyl Kevin Clive. "The development and testing of a computer aided instructional resource for the teaching of physical science." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/16077.
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Thesis (PhD)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: This study set out to develop and test a Computer Aided Instructional Resource for Physical Science in Grades 11 and 12. The software was tested in the context of Newtonian Mechanics. This study differed from most other studies in that it did not develop or test tutoring-type software that the learner uses on a one to one basis in a computer laboratory. It did, however, test and develop software to be used by the teacher in the classroom while teaching. A theoretical framework is presented, built on experience-based as well as literature-based theory. In this framework, the effects of computer interventions on the teaching and learning situation as reported in the literature are viewed within the South African context. In the light of what is reported in the literature, the education authorities’ attempts to disseminate the curriculum with the use of technology, are questioned. Reasons for not doing a quantitative assessment of learner understanding of concepts are presented with reference to criticism in the literature against such assessments. The dissertation reports on the type of questions that need to be asked according to the literature. This discussion then leads to research questions that describe a process for the developing and testing of a resource that could assist teachers in teaching Physical Science. Developmental methods as well as ways of assessing had to be researched to determine the best way in which such a resource could be developed and tested. During this research it was found that the implementation of Information and Communication Technology (ICT) to deliver the curriculum had focused more on the development of tutoring type software and it seemed that the use of computers for actual classroom instruction did not receive as much attention. It was however possible to identify developmental and assessment principles that were common to research that had been done and the project that is reported in this dissertation. The Computer Aided Instructional Resource (CAIR) was developed by the researcher in the form of a presentations package that the teacher could use in the classroom while teaching. It was tested in a Prototyping Stage in the researcher’s classroom before being tested in eight project schools during the Piloting Stage. This was done by connecting personal computers up to 74cm televisions and then displaying the CAIR on the TV whileteaching. This was made possible by TRAC South Africa that funded the project. It also provided an opportunity to assess the use of the TRAC system in the same schools. After assessment criteria had been identified, assessment instruments were developed to assess the project in different ways. There were questionnaires for each stage to be completed by learners and teachers as well as an observation instrument that was used by the researcher during classroom visits. These assessment instruments made it possible to assess the CAIR with respect to didactical, visual and technical considerations. Results of the empirical study are presented under the assessment criteria that had been identified and are discussed with reference to the original research questions. The results of the assessment were very positive for both the CAIR and TRAC systems. The study has however tried to focus on the negative rather than positive outcomes to present as unbiased a picture as possible of the assessment results. It was also necessary to focus on the negative to determine how and where the CAIR could be improved and, to make recommendations regarding the implementation of the TRAC system. Recommendations are also made for immediate action and further investigations.
AFRIKAANSE OPSOMMING: Hierdie studie het gepoog om a rekenaar gesteunde onderrighulpmiddel te ontwikkel en te toets. Die sagteware is ontwikkel en getoets in die konteks van die onderrig van meganika. Die studie verskil van die meeste ander studies daarin dat die sagteware nie ontwikkel is vir die gebruik van leerders in ’n een-tot-een situasie in ’n rekenaar laboratorium nie. Die sagteware is eerder ontwikkel om deur die onderwyser gebruik te word terwyl onderrig in die klaskamer plaasvind. ‘n Teoretiese raamwerk wat op ondervinding en literatuurnavorsing gebou is, word aangebied. In hierdie raamwerk word die effek wat rekenaarintervensies op die onderrigleer situasie het, soos in die literatuur vermeld, binne die Suid Afrikaanse konteks geplaas. Die opvoedkundige owerhede se pogings om die kurrikulum te versprei met behulp van tegnologie, word bevraagteken na aanleiding van inligting wat in die literatuur verkry is. Redes waarom ‘n kwantitatiewe evaluering van leerderbegrip van konsepte nie gedoen is nie, word aangebied met verwysing na kritiek teen sulke evaluerings vanuit die literatuur. Vrae wat volgens die literatuur wel gevra moet word, word gerapporteer. Hierdie bespreking lei na die navorsingsvrae wat ‘n proses beskryf vir die ontwikkeling en toetsing van ‘n hulpmiddel wat onderwysers van nut kan wees in die onderrig van Natuur en Skeikunde. Ontwikkelingsmetodes sowel as kwalitatiewe evaluering is nagevors om die beste metodes vir ontwikkeling en toetsing te bepaal. Daar is gevind dat die implementering van Inligting en Kommunikasie Tegnologie om die kurrikulum oor te dra, meer op tutorial-tipe sagteware gefokus het. Die gebruik van rekenaars vir klaskamerinstruksie het nie soveel aandag in die literatuur geniet nie. Dit was egter moontlik om beginsels vir ontwikkeling en toetsing te identifiseer wat in ander studies gebruik is en wat hier ook toegepas kon word. Die hulpmiddel is ontwikkel in die form van ’n aanbiedingspaket wat die onderwyser in die klaskamer kan gebruik terwyl hy of sy onderrig gee. Die prototype is in die navorser se klaskamer getoets voordat dit in agt projekskole in ’n loodsprogram getoets is. Dit is gedoen deur ‘n persoonlike rekenaar in elke klaskamer aan ’n 74cm televisie te koppel.Dit is moontlik gemaak deur TRAC Suid-Afrika wat befondsing vir die projek verskaf het. Dit het ook ’n geleentheid verskaf om ’n kwalitatiewe evaluering van die TRAC stelsel in dieselfde skole te doen. Nadat evalueringskriteria geïdentifiseer is, is meetinstrumente ontwikkel om die projek op verskillende maniere te toets. Vraelyste moes in elke fase deur leerders en onderwysers voltooi word. Daar was ook ’n instrument vir gebruik deur die navorser tydens klasbesoek. Die hulpmiddel kon sodoende getoets word in terme van didaktiese, visuele en tegniese aspekte. Die resultate van die empiriese studie word aangebied onder die evalueringskriteria en word bespreek met verwysing na die oorspronklike navorsingsvrae. Die resultate was baie positief vir beide die onderrighulpmiddel en die TRAC stelsel. In die studie is gepoog om resultate so neutral moontlik aan te bied deur eerder op die negatiewe te konsentreer. Dit was egter ook nodig om op die negatiewe te konsentreer om te bepaal hoe die hulpmiddel verbeter kon word en om aanbevelings ten opsigte van die implementering van die TRAC stelsel te maak. Aanbevelings is ook gemaak oor onmiddellike aksie wat geneem kan word, sowel as vir moontlike verdere ondersoek.
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Adebisi, Adeolu Abiodun. "Information communication and technology in Port Elizabeth secondary schools : exploring the digital divide." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/914.
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The primary goal of the research is to investigate the extent of ICT adoption in secondary schools within the larger Port Elizabeth area. In order to demonstrate the current status, two geographical areas within that area namely privileged and less privileged areas will be selected and surveyed. The main objective of this research study is to survey the access to ICT services by learners and teachers living and working in less privileged communities compared with that of learners and teachers in the more privileged communities of Port Elizabeth. At present all the schools in these communities are funded by the same provincial government, but the extent of the digital divide is not known. This research will investigate the factors that lead to the inequalities in the access to ICT among secondary school learners and teachers. This research has the following sub goals and objectives: 1. To identify the factors that impact on the status of access to ICT services; 2. To determine which socio-economic factors contribute to the status of access to ICT services in the specific areas; 3. To determine the status of access to ICT services in specific communities within the larger Port Elizabeth area; 4. To determine whether the level of access differs between secondary schools and the homes of teachers and learners in the identified areas.
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Rijuan, Li. "Problems encountered with the teaching of computer applications technology and information technology at senior secondary school level : a managerial approach." Thesis, Bloemfontein : Central University of Technology, Free State, 2009. http://hdl.handle.net/11462/38.
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Thesis (M. Tech.) -- Central University of Technology, Free State, 2010The aim of the study was to determine the problems encountered by educators who teach Computer Applications Technology (CAT) and Information Technology (IT) in the FET band in the Bloemfontein area, Free State. The main contribution of the study lies in the identification of those problems. By knowing and understanding the problems, the Department of Education and the stakeholders will seek solutions to rectify the problems which will lead to the successful implementation of IT and CAT. The assumptions of the study were that many educators lacked basic ICT skills and pedagogical training, and there were not enough computer stations for learners. Both the qualitative and quantitative approaches were used in the study. The researcher used the survey research method and data was collected through the use of questionnaires and interviews. Simple random sampling was used to ensure that each member of the population in the study had an equal chance of being selected. Descriptive and inferential statistics were used in analyzing the data from the questionnaires. In order to analyze the qualitative data from the interviews, the researcher described the sample populations, ordered and coded the data (data processing), and displayed summaries of data in such a way that interpretation became easy. This was done by preparing tables, diagrams and pie charts. According to the results of the study, the problems that the educators encountered include a lack of sufficient didactical training for educators, learners don’t have computers at home to practice on, a lack of financial support to provide relevant facilities for schools, such as computer laboratories and learning materials in IT/CAT, educators spend too much time on paper work and do not have enough time for teaching, and IT/CAT teachers become ‘do-it-all’ teachers with regard to any work on the computer, such as fixing the computer, designing the school website. Regarding the identified problems, recommendations were made, such as the Department of Education must review the curriculum of IT and CAT, sufficient subject related training and didactical training for IT and CAT educators should be provided by the Department of Education on a regular basis.
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Mbane, Nombeko Precious. "Secondary school learners' perceptions of the value of integrating ICT into the curriculum: an exploratory study in the Grahamstown circuit." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003647.
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According to the Draft White Paper on e-Education (DoE, 2003), the objective of ICTs in education is to build digital and information literacy so that all learners become confident and competent in using technology to contribute to an innovative and developing South African society. International researchers have acknowledged that little is known about learners’ perceptions of their own learning, but that learners are aware of how technology can be used and have the potential to contribute ideas about ICTs can be used to support their learning. To add to this growing body of research, this study sought to establish secondary school learners’ experiences and perceptions of the value of integrating ICT into the curriculum and the extent to which they believe that ICT is meaningfully integrated into the curriculum. Although some of the schools do not have the necessary ICT infrastructure, this did not preclude the learners from having opinions about the potential benefits and drawbacks of ICT. The findings display the learners’ perceptions on ICT use within the curriculum and how this relates to the available infrastructure in schools.
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Brandt, Ingrid Gisélle. "Models of internet connectivity for secondary schools in the Grahamstown circuit." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1006566.
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Information and Communication Technologies (ICTs) are becoming more pervasive in South African schools and are increasingly considered valuable tools in education, promoting the development of higher cognitive processes and allowing teachers and learners access to a plethora of information. This study investigates models of Internet connectivity for secondary schools in the Grahamstown Circuit. The various networking technologies currently available to South African schools, or likely to become available to South African schools in the future, are described along with the telecommunications legislation which governs their use in South Africa. Furthermore, current ICT in education projects taking place in South Africa are described together with current ICT in education policy in South Africa. This information forms the backdrop of a detailed schools survey that was conducted at all the 13 secondary schools in the Grahamstown Circuit and enriched with experimental work in the provision of metropolitan network links to selected schools, mostly via Wi-Fi. The result of the investigation is the proposal of a Grahamstown Circuit Metropolitan Education Network.
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Philander, Christa Jolene. "Die potensiaal van die TRAC-program om verskillende rolspelers se behoeftes ten opsigte van natuur-en skeikunde-onderwys aan te spreek." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49759.
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Thesis (MEd)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: AN INVESTIGATION INTO THE POTENTIAL OF THE TRACPROGRAMME IN ADDRESSING THE NEEDS OF DIFFERENT STAKEHOLDERS IN PHYSICAL SCIENCE EDUCATION For South Africa to be competitive at international level, it is important to deliver learners that will meet the standards set by industry and tertiary institutions. Most of the current South African schoolleavers do not meet these needs. Learners, educators, education departments, tertiary institutions and industry are jointly responsible for the outcomes of the education process. However, each of these role players has specific needs regarding scientific knowledge and skills of learners. An integrated, interactive educational approach is therefore necessary to address the needs of all of these role players successfully. This study specifically focuses on identifying both the needs of the role players in physical science education in the Western Cape and how TRAC SA, a national, non-governmental organisation, can assist in addressing these needs, with the help of computer based technology. The following role players were included in this study: tertiary institutions, industry, education department, educators and learners. Information on the needs of these role players was mainly collected through interviews and questionnaires, while workshops were held to determine the needs of learners and educators. It is significant that the information derived from the empirical study (questionnaires and interviews) is in many ways in agreement with the literature findings. One of the most important conclusions of the empirical study is that the different role players have distinctive, as well as corresponding needs regarding the preparation of learners at school level. The industry expects learners to be sufficiently equipped with the necessary skills to facilitate integration into the workplace. Tertiary institutions emphasise the need for theoretical as well as practical basis of the science subject content. Learners expressed the need for extracurricular programmes, focusing on simplifying difficult concepts. Educators identified the need for adapting the syllabus and for regular refresher courses. The Department of Education needs funds for pilot education programmes, and also puts in a plea for the more structured involvement of tertiary institutions and non-governmental organisations as well as the support oftheir education initiatives, such as outcomes-based education. Data collected shows that there is a significant gap between the current state of identified skills of learners and of what is deemed important by the other role players. In addressing the needs identified, the contribution of non-governmental organisations (with specific reference to TRAC SA), the OBE approach as well as input from tertiary institutions and the industry are emphasised. The TRAC-programme focuses on the understanding of basic and complicated physical science concepts by using computer-supported experiments and worksheets. To enhance the development of skills at school level, the education approach as a whole will have to be revised, with the co-operation of all relevant role players. For an education system to be effective, mutual communication between the different role players is imperative.
AFRIKAANSE OPSOMMING: Vir Suid-Afrika om op internasionale vlak mededingend te wees, is dit belangrik dat die Suid- Afrikaanse onderwysstelsel bekwame leerders aan die industrie en tersiêre inrigtings lewer. Die meeste leerders wat tans die formele Suid-Afrikaanse skoolopleidingsprogram voltooi, voldoen volgens kenners egter nie aan die standaarde wat dié genoemde inrigtings aan hulle stel nie. Leerders, onderwysers, die onderwysdepartement, tersiêre inrigtings en industrie is gesamentlik verantwoordelik vir die uitkomste van die onderwys. Elkeen van hierdie rolspelers het egter spesifieke behoeftes ten opsigte van wetenskaplike kennis en vaardighede van leerders. 'n Geïntegreerde, interaktiewe onderwysbenadering is dus nodig om elkeen van hierdie rolspelers se behoeftes suksesvol aan te spreek. Hierdie studie fokus spesifiek daarop om beide die behoeftes van die rolspelers in die Wes- Kaap ten opsigte van natuur- en skeikunde-onderwys, te identifiseer, en hoe TRAe SA, 'n nie-regeringsonderwysorganisasie wat van rekenaargesteunde aktiwiteite gebruik maak, aangewend kan word om hierdie behoeftes aan te spreek. Die verskillende rolspelers wat by die studie betrek is, sluit in die tersiêre inrigtings, industrie, onderwysdepartement, onderwysers en leerders. Inligting aangaande rolspelerbehoeftes is hoofsaaklik versamel deur onderhoude en vraelyste, terwyl werkswinkels ook gebruik is om vas te stel wat leerders en onderwysers se behoeftes is. Dit is opmerklik dat die inligting verkry uit die empiriese studie (vraelyste en onderhoude) in 'n groot mate ooreenstem met literatuurbevindinge. Een van die belangrikste gevolgtrekkings uit die empiriese studie is dat die verskillende rolspelers eiesoortige asook ooreenstemmende behoeftes ten opsigte van die voorbereiding van leerders op skoolvlak het. Die industrie verwag dat leerders voldoende met die nodige vaardighede toegerus sal wees om integrasie binne die werksfeer te vergemaklik. Tersiêre inrigtings beklemtoon die verkryging van die teoretiese sowel as praktiese grondslag van die wetenskapvakinhoud. Leerders verlang ondersteuning van ekstra-kurrikulêre programme wat fokus op vereenvoudiging van moeilike konsepte. 'n Vakkurrikulumaanpassing asook gereelde opknappingskursusse is deur onderwysers as belangrike behoeftes geïdentifiseer. Die onderwysdepartement benodig fondse om opleidingsprogramme te loods en pleit ook vir meer georganiseerde betrokkenheid van tersiêre inrigtings en nie-regeringsonderwysorganisasies. Verder verwag die onderwysdepartement dat hulonderwysstrategieë soos uitkomsgebaseerde onderwys ondersteun word. Die data toon ook verder aan dat daar In wesenlike gapmg tussen die verwagting van rolspelers ten opsigte van bepaalde vaardighede en die werklike stand van vaardighede by die leerders bestaan. As deel van die studie word voorstelle bespreek om die geïdentifiseerde behoeftes aan te spreek. Klem word gelê op die bydrae van nie-regeringsonderwysorganisasies (met spesifieke verwysing na TRAC SA), die UGO-benadering, asook die insette van tersiêre inrigtings en industrie tot die aanspreek van geïdentifiseerde behoeftes. Die TRAC-program fokus onder meer op die vereenvoudiging van basiese en moeilike natuurwetenskapbegrippe deur gebruik te maak van rekenaargesteunde eksperimente, aan die hand van werkkaarte. Om die ontwikkeling van vaardighede op skoolvlak te bevorder, sal die hele onderwysbenadering met die samewerking van alle relevante rolspelers hersien moet word. In dié verband is wedersydse kommunikasie tussen die verskillende rolspelers onontbeerlik.
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Mamugudubi, Khathutshelo Stephen. "Learning and the use of smart phone devices : an experimental case study in a Gauteng secondary school." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86559.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The purpose of this project was to investigate the prospects to advance and fast-track formal learning with the aid of smart phone technology, as learning should be reinforced through varied, pliable assets for engagement. The project’s introduction clarifies more on this. Chapter two focuses on literature review. Previous studies which are related to the topic were consulted to acquaint the researcher with thoughts and sentiments relating to the use of smart mobile devices in advancing learning. Chapter three covers comprehension centred learning. It pays special attention to the theories of Barret and Bloom which are used as the framework for the experiment reported on in the next chapters. Chapter four provides methodological background to the experiment. It describes the case study, curriculum correlation with smart phone functions, the organisation and analysis of the data, ethical issues in qualitative interviewing, and limitations of the empirical study. Chapter five focuses on the experiment that was carried out to investigate the usefulness of smartphones to support and enhance formal comprehension strategies. Sub-types from Barrett’s five learning types and Bloom’s cognitive dimensions of learning provide the interpretive framework. Chapter six discusses the findings of the experiment based on written and oral responses by participants after conclusion of the experiment, as well as teacher observations. Finally, Chapter seven presents the conclusion and implications.
AFRIKAANSE OPSOMMING: Die doel van hierdie projek was om die moontlikhede te ondersoek om formele leer aan te help en te bespoedig deur gebruikmaking van “smart phones.” Die aanname was dat dit ‘n groter verskeidenheid en buisaamheid van leerervarings behels. Die inleidende hoofstuk brei hierop uit. Hoofstuk 2 dek relevant literatuur oor studies met betrekking tot die gebruik van “smart” mobiele apparate Hoofstuk 3 handel oor begripsgesentreerde leer. Dit gee besondere aandag aan die teorieë van Barret en Bloom wat die raamwerk daarstel vir die ekspriment wat in die volgende hoofstukke beskryf word. Hoofstuk 4 bied die metodologiese agtergrond vir die eksperiment. Dit beskryf die gevallestudie, kurrikulum korrelasie met “smart phone” funksies, die organisasie en analise van die data, etiese aspekte van onderhoudvoering, en die beperkinge van die empiriese studie. Hoofstuk 5 fokus op die eksperiment wat uitgevoer is om die bruikbaarheid van “smartphones” te ondersoek met betrekking tot steun en bevordering van formele begripsgesentreerde leer. Sub-tipes van Barret se vyf leertipes, en Bloom se kognitiewe dimensies van leer bied die interpretatiewe raamwek. Hoofstuk 6 bespreek die resultate van die eksperiment na aanleiding van geskrewe en mondelinge terugvoer deur die deelnemers na afloop van die eksperiment, asook observasie deur die onderwyser. Hoofstuk 7 bespreek enkele implikasies en gevolgtrekkings van die studie.
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Maholwana-Sotashe, Nikiwe Laura. "Challenges faced by secondary school teachers in integrating ICT into the curriculum: a multiple case study in the Grahamstown Circuit." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003326.
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The integration of Information and Communication Technology (ICT) into the curriculum has become the major issue worldwide. The education system does not only pursue the integration of ICT into the curriculum because of its popularity in the market system, but because of the role it is perceived to play in the changing curriculum (encourages active construction of knowledge). According to White Paper 7 e-Education policy (2004:17) every South African learner should be able to use ICTs confidently and creatively to develop the skills and knowledge they need to achieve personal goals and to be full participants in the global community by 2013. The central role played by teachers in teaching and learning requires them to have a holistic understanding of ICT integration. Furthermore they should be able to analyse when ICT integration is appropriate according to what is expected from the learner in the teaching and learning process. Drawing on the evidence from a survey of nine secondary schools in the Grahamstown Circuit of the Eastern Cape, this study examines how teachers from three different types of secondary schools: Former Department of Education (FDET) schools, Former House of Representatives (FHOR) schools and Former Model C (FMC) schools perceive the integration of ICTs in the curriculum. The salient ideas of how teachers perceive the integration of ICTs into the curriculum emerge from what they view as benefits of using ICT and what they view as challenges of integrating ICT into the curriculum. Contrary to expectations, the degree of ICT integration within the curriculum did not correspond directly with the availability of sufficient hardware, software or Internet connectivity at the participating schools.
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Bihi, Keabetswe Jenifer. "An impact assessment on in-service training programmes offered to computer application technology educators in secondary schools in the Free State province." Thesis, Bloemfontein: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/265.
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Thesis (Master in Education) - Central University of Technology, Free State, 2014It is generally believed that Information Communication Technologies can extend knowledge and education to poor and marginalised people in South Africa. However, African countries still face many challenges in trying to provide appropriate and sustainable solutions for improving education and skills that will support the development of educators in all communities; this can be viewed in light of the millennium developmental goal. Thus the Department of Education put measures in place to bridge the gap in knowledge, skills and understanding of Computer Application Technology (CAT) educators through the provision of in-service training (INSET) programmes. The research study aimed at assessing the impact of in-service training programmes offered to CAT educators in Secondary Schools in the Free State province. The study made use of a survey and an evaluation research design. The target population for this study was all Further Education and Training (FET) Phase educators in all secondary schools in the Free State Province. A self-constructed questionnaire was used to collect both qualitative and quantitative data. The study revealed that the INSET programme still needs to improve on its content relevance to syllabus and it should provide educators with skills in dealing with the challenge of teaching learners with disabilities. The majority of educators were satisfied with the INSET programme as they indicated that it assisted in enhancing their skills and content knowledge; they further indicated that it gave them motivation to go into classrooms and teach. One educator quoted “I am now able to make some functions that usually gave me headaches. It greatly changed and developed the knowledge I had”. This indicates that the challenges that were experienced in classrooms were also met. It can thus be concluded that the INSET programmes did have a positive impact to the skills and challenges that educators experienced. That the study did achieve its v goal which was to assess the impact of INSET programs for CAT educators in the Motheo District, Free State province.
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Schroeder, Leah M. "The value of computer-assisted instruction in secondary science education." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/172.
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Chan, San-wing Frederick, and 陳新榮. "Developing inquiry based learning in secondary geography education topic: weather forecast : an actionresearch." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3984870X.
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鄭永昌 and Wing-cheung Cheng. "A further implementation plan for the provision of resource support ofthe five year strategy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3125617X.
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Marburger, Laurie Ann. "Investigation of the relationships between various educational variables and classroom computer use by middle and secondary school teachers /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487332636475328.
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Lau, Sai-chong, and 劉世蒼. "Gender differences in using ICT in junior secondary design & technology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B40040331.
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Sawtelle, John Douglas. "A comparative analysis of student performance utilizing computer based instruction and teacher based instruction within a secondary mathematics setting." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2197.
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This project addresses the question: does computer based instruction enhance student learning when compared to traditional lecture or teacher based instruction? The overall purpose of this project was an assessment of student performance before and after using computer based instruction versus a before and after assessment using traditional teacher based instruction.
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Cheng, Wing-cheung. "A further implementation plan for the provision of resource support of the five year strategy /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25148485.
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Lee, Kwok-wai Stephen, and 李國偉. "An evaluation of the impact of a customer service approach on e-learning practices in schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B40040112.
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Mostert, Orla. "An evaluation of the use of computers in a South African primary school." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003410.
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The introduction of the computer into the educational arena is unique as pressure for its inclusion has come not from educationalists, but from public demand based on the conviction that exposure to computers is an essential ingredient of modern education. This has resulted in computers being added to school curricula before there has been careful research into its educational implications, making huge demands on teachers involved in the innovation. South African primary schools involved in computer education have followed international trends in their adoption of computers, initially perceiving computer education as a separate subject added on to the present curriculum. However, changing trends in computer use internationally are now beginning to reflect educators' changing perceptions of the nature of primary education, and educators are calling for the use of computers to be integrated into the curriculum rather than being seen as an area of study in themselves. This investigation attempts to outline general trends and perceptions of computer use in a South African primary school. Despite a high level of computer usage at the observed school, the computer was seen by teachers, in the main, as an extra subject, and has not yet led to any significant changes in teaching styles and methods. The research suggests that two main issues need to be resolved before computer education in primary schools reflects the present paradigm shift towards learner-centered educational practices. Firstly, there is a need to rethink the delivery of the curriculum towards one which promotes a greater degree of problem solving and decision making on the part of the learner. Secondly, it would appear that teachers need to be made more aware of this trend.
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Bailey, Thomas Everett. "The effect of computer-assisted instruction in improving mathematics performance of low-achieving ninth-grade students." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618758.
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The purpose of this study was to determine whether computer assisted instruction of mathematics produces significantly greater improvement in mathematics performance of low achieving ninth grade students than teaching mathematics skills without computer assisted instruction.;The sample consisted of four classes (N = 46) of ninth grade students who had registered for the course "Mathematics Nine," and whose eighth grade ITBS scores fell between the 1st and 30th national percentile. Identified students were randomly assigned to one of four instructors and one of two instructional groups (computer assisted instruction or non computer instruction). Two classes with different instructors were taught the standard 9th grade mathematics curriculum augmented with computer instructed drill and practice, simulation, and games. Two classes with different instructors were taught the standard 9th grade mathematics curriculum with the conventional (teacher directed) instructional technique without computer assisted instruction. The treatment group used 16 Apple IIe microcomputers. Treatment and control groups were taught at alternating periods 3rd through 6th for 50 minutes daily. The Iowa Test for Basic Skills mathematics subtest and the Test of Achievement and Proficiency mathematics subtest were administered to all students as pretest-posttest measures of student performance in mathematics. A system wide standard exam was administered first and second semester to assess student performance in terms of the divisions mathematic program and as multiple indicators of treatment effect.;The major findings of the study were: (1) Significant differences (p {dollar}<{dollar}.05) in total mathematics achievement gains were found between students receiving computer assisted instruction and those not receiving CAI. Students receiving CAI increased mean scores on ITBS/TAP from the 11th percentile to the 30th percentile. (2) No significant differences (p {dollar}<{dollar}.05) in computation, concepts, and problem solving achievement gains were found between students receiving computer assisted instruction and those not receiving CAI. (3) No significant differences (p {dollar}<{dollar}.05) were found in the performance of the non-computer and the computer groups on the division city-wide exams.
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Jackson, Mona M. "Competency-based computer applications for secondary schools and community colleges." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1048.
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Lary, Lynn M. "Online learning : student and environmental factors and their relationship to secondary school student success in online courses /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055697.
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Thesis (Ph. D.)--University of Oregon, 2002.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 246-252). Also available for download via the World Wide Web; free to University of Oregon users.
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Hollenberger, Jason. "A qualitative study on the use of computer gaming teaching methods in a high school social studies curriculum." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hollenbergerj.pdf.
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Harmon, Gary Dean. "Microcomputer usage in secondary schools located in the state of Ohio and an analyses of business teachers' attitudes towards microcomputers /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261919110768.
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Green, W. J. (Whitfield James). "Use of the TRAC PAC as a microcomputer-based laboratory (MBL) tool for addressing misconceptions in kinematics and kinematic graphs held by secondary school learners." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50215.
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Thesis (PhD)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: This study investigated the impact that use of a microcomputer-based laboratory (MBL), in this case the TRAC PAC and associated software, had on student understanding in relation to common 'alternative learner ideas' and difficulties related to kinematics and kinematic graphs. It was carried out in the South African context, and focussed on subject matter that learners are expected to work with in preparation for the Senior Certificate South African examination. Twenty Grade 12 learners from four different schools participated in the study. Three key questions were investigated: 1. What conceptual difficulties do learners in this context experience in relation to kinematics and kinematic graphs? 2. Does use of the TRAC PAC as a microcomputer-based laboratory contribute to learner understanding of graphs of motion and related concepts? 3. If learning is enhanced using the TRAC PAC, what are some of the 'ways of learning' evident as learners participated in the MBL programme? To answer these questions, the study employed both an empirical quantitative dimension and an ethnographic qualitative dimension. The empirical study involved the use of pre- and post-questionnaires which were administered before and after learners participated in a TRAC PACbased learning programme comprising of six 3-hour learning activities conducted over three days. Overall learner performance on the questionnaires, as well as responses to individual questions, were analysed statistically, as well as through use of an 'item and matrix' analysis technique described by Svec (1999). Chapter 8 of this document reports on this component of the study. The ethnographic component of the study made use of observational data, and transcripts of video and audio recordings of learners as they participated in the learning activities. The data gathered using these techniques was analysed largely through use of a 'verbal analysis' technique described by Chi (1997). Chapter 9 of this document reports on this component of the study. In relation to Research Question 1, the main findings of the study were: • A literature review highlighted common 'alternative learner ideas' identified by other researchers, and these allowed me to group them into four main areas. These are described in Chapter 4 of this report. • The analysis of the questionnaires highlighted 'alternative learner ideas' that the group of learners who participated in this project held. These are described in Chapter 8 of this report. • The analysis of the video and audio transcripts also allowed for the identification of 'alternative learner ideas' held by this group of learners. These are described in Chapter 9 of this report. There was a high degree of commonality between the 'alternative learner ideas' identified through use of these three different sources. Research Question 2 was answered mainly through the empirical study described in Chapter 8 of this report. It was found that the MBL experience generally resulted in an improvement in learner understanding in this area of kinematics and kinematic graphs. More detailed statistical and 'item and matrix' analyses showed that the impact on learner understanding was better in certain areas than in others. The ethnographic study described in Chapter 9 contributed to answeri The degree of learner involvement in learning activities seemed to impact on the effectiveness of the programme. Possible factors impacting on involvement were identified . • 'Alternative learner ideas' were made visible in the context of 'argumentation episodes' and 'discussion and explanation episodes'. Consequently, these formed the contexts in which shifts in understanding were most likely to take place. Key learner behaviours and skills necessary for participation in these episodes are identified, and linked to success and non-success on the programme. Recommendations arrsmg from findings m the study are described m Chapters 8, 9 and 10of this report.
AFRIKAANSE OPSOMMING: Hierdie ondersoek bestudeer gebaseerde laboratorium, III gepaardgaande sagteware, op kinematikagrafieke het. die uitwerking wat 'n hierdie geval die TRAC studente se begrip van mikro-rekenaar PAC en die kinematika en Die ondersoek is III 'n Suid-Afrikaanse konteks uitgevoer en is toegespits op die vakmateriaal wat leerders behoort te beheers ter voorbereiding vir die Suid-Afrikaanse Senior Sertifikaat. Twintig Graad 12' s van vier verskillende skole het aan die ondersoek deelgeneem. Drie sleutelvrae is ondersoek: 1. Watter begripsprobleme ondervind leerders in hierdie verband met betrekking tot kinematika en kinematikagrafieke? 2. Dra die gebruik van die TRAC PAC as 'n mikro-rekenaar gebaseerde laboratorium by tot die leerder se begrip van kinematikagrafieke en verwante begrippe? 3. Indien "leer" deur die gebruik van die TRAC PAC bevorder word, watter "vorme van leer" is waarneembaar as leerders deelneem aan die MBL-program? Beide 'n empiries-kwantitatiewe dimensie en 'n etnografiese kwalitatiewe dimensie is in die navorsing gebruik. Die empiriese ondersoek maak van beide 'n voortoets en 'n na-toets gebruik. Hierdie vrae is aan die leerders voorsien voordat asook nadat hulle aan die TRAC PAC gebaseerde leerprogram deelgeneem het. Die leerprogram het bestaan uit ses leeraktiwiteite, elk drie uur lank, wat oor 'n tydperk van drie dae gedoen is. Die leerders se prestasie/uitslae met betrekking tot die vrae asook hul reaksie op individuele vrae is statisties ontleed, asook met behulp van die 'item en matriks' analitiese tegniek soos deur Svec (1999) beskryf. Hoofstuk 8 van hierdie verslag verwys na hierdie deel van die ondersoek. Die etnografiese komponent van die die ondersoek maak gebruik van waarnemingsdata en transkripsies van band- en video-opnames van leerders verkry tydens hul deelname aan die leeraktiwiteite. Die data so verkry, IS hoofsaaklik geanaliseer deur van die 'n verbale analise-tegniek gebruik te maak soos deur Chi (1999) voorgestel. Hoofstuk 9 van hierdie dokument doen verslag oor hierdie komponent van die ondersoek. Wat Navorsingsvraag 1 betref, IS die hoofbevindings van die studie die volgende: • 'n literatuur-oorsig beklemtoon die algemene alternatiewe leerderopvattings wat deur ander navorsers geidentifiseer is. Dit het my in staat gestelom hulle in 4 hoofareas te groepeer wat ek in hoofstuk 4 van die verslag bespreek. • Die analise van die vraelyste beklemtoon die alternatiewe leerderopvattings van die groep leerders wat aan hierdie proj ek deelgeneem het. Dit word in hoofstuk 8 van hierdie verslag bespreek. • Die analise van die band- en video-opnames het ook bygedra tot die identifikasie van' alternatiewe leerder-idees' wat by hierdie groep leerders voorkom. Dit word in hoofstuk 9 van hierdie verslag bespreek. Daar is 'n groot mate van ooreenkoms ten opsigte van die alternatiewe leerderopvattings wat by hierdie drie verskillende groepe voorkom. Navorsingsvraag 2 is hoofsaaklik beantwoord deur die emprrrese studie wat in hoofstuk 8 van hierdie verslag bespreek word. Daar is bevind dat die MBLondervinding oor die algemeen 'n vebetering in die leerders se begrip ten opsigte van kinematika en kinematikagrafieke tot gevolg gehad het. 'n Meer gedetailleerde statistiese 'item en matriks' -analise het getoon dat die uitwerking op die leerders se begrip in sommige areas beter was as in ander. Die etnografiese studie wat in hoofstuk 9 van hierdie verslag beskryf word, dra by tot die beantwoording van Navorsingsvraag 3. Sleutelbevindings met betrekking tot hierdie vraag sluit onder andere in: • Leerderdeelname aan leeraktiwiteite hou skynbaar verband met die sukses wat hulle in die program behaal. Moontlike faktore wat 'n invloed op deelname kon hê, is geidentifiseer. • Alternatiewe leerderopvattings is In die konteks van 'beredeneringsepisodes ' en 'besprekings- en verduidelikings-episodes' uitgelig. Hierdie "episodes" het die waarskynlikste verband uitgewys waarbinne veranderings van insig/begrip kan plaasvind. Kernleerdergedrag en vaardighede wat noodsaaklik IS vir die deelname aan hierdie episodes is geidentifiseer, en is gekoppel aan 'n leerder se sukses en mislukking tydens deelname aan die program. Aanbevelings wat voortspruit uit die bevindings van die ondersoek word In hoofstukke 8, 9 en 10 van hierdie verslag, bespreek.
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Halse, Michelle Louise. "The development and evaluation of a custom-built synchronous online learning environment for tertiary education in South Africa." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1006545.
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The Departments of Computer Science and Information Systems at Rhodes University currently share certain honours-level (fourth year) course modules with students from the corresponding departments at the previously disadvantaged University of Fort Hare. These lectures are currently delivered using video-conferencing. This was found to present a number of problems including challenges in terms of implementing desired pedagogical approaches, inequitable learning experiences, student disengagement at the remote venue, and inflexibility of the video-conferencing system. In order to address these problems, various e-learning modes were investigated and synchronous e-learning were found to offer a number of advantages over asynchronous e-learning. Live Virtual Classrooms (LVCs) were identified as synchronous e-learning tools that support the pedagogical principles important to the two universities and to the broader context of South African tertiary education, and commercial LVC applications were investigated and evaluated. Informed by the results of this investigation a small, simple LVC was designed, developed and customised for use in a predominantly academic sphere and deployment in a South African tertiary educational context. Testing and evaluation of this solution was carried out and the results analysed in terms of the LVC’s technical merits and the pedagogical value of the solution as experienced by students and lecturers/facilitators. An evaluation of this solution indicated that the LVC solves a number of the identified problems with video-conferencing and also provides a flexible/customisable/extensible solution that supports highly interactive, collaborative, learner-centred education. The custom LVC solution could be easily adapted to the specific needs of any tertiary educational institute in the country, and results may benefit other tertiary educational institutions involved in or dependant on distance learning.
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Ncubukezi, Tabisa. "Security considerations of e-learning in higher education institutions." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/2301.
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Thesis (MTech (Information Technology))--Cape Peninsula University of Technology,2012.Learning management systems (LMSs) have become the central aspects of educational processes in modern universities. Arguments are that LMSs improve educational efficiencies including the processes of storage, retrieval and exchange of content without distance, space and time constraints. A trusted platform without undue intrusions however, determines the extent to which these benefits can be realized in higher education (HE) spaces. The underlying assumption in this thesis therefore, is that e-Learning systems would lose its value and integrity when the security aspects are ignored. Despite this logic, an overwhelming evidence security omissions and disruptions continue to threaten e-Learning processes at CPUT, with a risk of the actual usage of LMS in the institution. For this reason, this study sought to investigate the extent as well as causes of existing security threats, security awareness programmes and the in/effectiveness of security measures within CPUT. Within the qualitative interpretive research framework, the purposive sampling method was used to select participants. Semi-structured interviews were then used to collect primary data from administrators, technicians, academics and students in the IT and the Public Relations departments at CPUT. The activity theory (AT) was then used as the lens to understand the security aspect in e-Learning systems in the CPUT. From this theory, an analytical framework was developed. It presents holistic view of the security environment of e- Learning as an activity system composed of actors (stakeholders), educational goals, rules (in the form of policies, guidelines and procedures), activities, mediating factors, transformation, and outcomes. The tension between these components accounts for failures in e-Learning security practices, and ultimately in the e-Learning processes. Whilst security measures exist on the e-Learning platform, findings show a combination of the tools, processes and awareness measures to be inadequate and therefore inhibiting. Poor adherence to security guidelines in particular, is a major shortfall in this institution. To this end, a continuous review of network policy, clear and consolidated communication between stakeholders as well as emphasis on the enforcement of security compliance by users across all departments is therefore recommended. Frequent security awareness and training programmes for all LMS users must also be prioritized in this institution.
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Brandt, Ingrid Gisélle. "Models of internet connectivity for secondary schools in the Grahamstown circuit /." Link to this resource, 2006. http://eprints.ru.ac.za/778/.
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Wyatt, Frank Houston. "Total animation: A multimedia computer resource program for secondary art education." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1308.
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This HyperStudio animation project covers the basic concepts, techniques, and procedures in producing animation. The purpose of this program is to furnish the user with enough information that will serve as a basic foundation to produce a simple animation for themselves.
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Marsh, Terence Anthony. "The computer in secondary school mathematics : an analysis and classification of possible modes of application, with suggested implications for the mathematics curriculum in South Africa." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003340.
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There is a variety of possible ways in which computers can be used to enhance mathematics education. This thesis attempts to identify, analyse and classify these possibilities, particularly at the secondary school level. It describes and exemplifies applications ranging from drill-and-practice through games and simulations to problem solving by computer programming. Software evaluation procedures are considered in some depth. Illuminative evaluations of various items of software and there classroom use are reported. The underlying methodology is small-scale action research. Insights gained during the process of investigating each class of software lead to the eventual formulation of a scheme for classifying mathematics education software by means of 'multidimensional attributes'. It is contended that this scheme will help mathematics teachers to make well informed and sound professional judgements regarding the evaluation and use of computer programs for teaching/learning purposes. Also, it is hoped that this scheme and the thesis as a whole will contribute towards the establishment of well founded standards and procedures for software development in the field of mathematics education. Several implications of the computer for the mathematics curriculum in South Africa are suggested. A note of caution is sounded regarding possible detrimental effects of the computer and several questions requiring further research are posed. A recommendation arising from the thesis is that in-service training courses concerning computer applications in mathematics education should be run for secondary school teachers.
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Arends, Jeffrey. "The computer science needs of a rural school : possiblities and pitfalls for service-learning in higher education." Thesis, Cape Peninsula University of Technology, 2005. http://hdl.handle.net/20.500.11838/1863.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2005This research study attempted to identify the computer science needs of a rural school and then attempted to see to what extent a higher education institution could meet those needs and to what extent it could not, through a service-Ieaming project. The study also attempted to develop a framework to guide the implementation of a serviceleaming project in computer science for a rural school. The study was set against the literature on the need for higher education to transform and demonstrate greater responsibility and commitment to social and economic development of society in general, and the need for increased participation, collaboration and partnership formation through service-learning projects in particular. The literature on computer use in schools and best practice for service-learning in higher education was also reviewed. Using qualitative approaches and data production methods the school teachers, learners, students and lecturers in a higher education institution were interviewed in order to establish the computer science needs of the school and to find out how the students and lecturers could address those needs through service-learning. The research findings indicated that the rural school in De Doorns has a serious lack of essential computer-related infrastructure such as the computer laboratory, computers, and well-trained staff in using computers. Other computer science-related needs included proposal writing, technical assistance and security personnel. The research findings also revealed that students and lecturers in the departments of Information Technology, Office Management, Human Resource Management and Education could be involved in the training of staff, enhancement of computer skills and proposal writing. From the research findings, it became evident that the two school community needs, Le. the provision of computer laboratories and security services, could not be addressed through service-Ieaming, but through funding proposals and fundraising that involved the Western Cape Education Department and the private sector. The study therefore demonstrates possible partnerships between schools and higher education institutions and calls for collaborative efforts that include government departments and the private sector in order to make education beneficial to the development of school learners, students in higher education and South African communities in general.
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Prince, Gilbert Leslie. "Implementation of computers in schools : a case study of five schools in the Makana and Somerset East districts /." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/1293/.
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Thesis (M.Ed. (Education)) - Rhodes University, 2007.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.
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Isaacs, Brian Ernest Leonard. "A survey of the computer enhanced services of the Outreach Project of UWC developed for grade 12 mathematic learners and a critical appraisal of the MICSEC2000 program." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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The Outreach Project of the University of the Western Cape has since 1982 through various computer supported services been assisting grade 12 mathematics learners and educators at previously disadvantaged Western Cape high schools. This thesis described and appraised the MICSES2000 program of the Outreach Program, the latest innovative computer enhancing service to schools, with respect to its implementation, perceived and achieved programs by participating educators.
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Loipha, Suladda. "Teachers' Perceptions of Computer Use in Elementary and Secondary Classrooms in Thailand." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278529/.
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The purpose of this study was to create a base of descriptive information about computer applications in the elementary and secondary classrooms of Thailand. To accomplish this task, two forms of questionnaires were developed and administered to a randomly selected sample of 527 school teachers and 94 college instructors throughout the Northeastern area of Thailand. Data were analyzed using a chi-square test, a £-test, and a one-way analysis of variance procedure.
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Nuckols, Terri L. "Issues of technology adoption in 9–12 computer based instruction." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2494.
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This study was designed to examine computer based instruction in the 9-12 public high school. All high schools included in the study were part of the original Digital High School grants, and had a student population of over 1000 students. The purposes of the study were to examine factors affecting technology implementation, to explore how teacher attitudes, expertise, and cultural and pedagogical beliefs affected adoption, to determine how critical staff development and resources were in successful implementation, and to investigate organizational variables that were in place for successful adoption of computer based instruction. The study was conducted using Everett Rogers' five stages of the innovation-decision process. Nine technology coordinators were interviewed for this study. Following the interviews, 13 categories emerged and a grounded theory was formed. The study concluded with five recommendations for practitioners who would like to successfully implement technology on their school sites.
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Law, Siu-ming Derek, and 羅嘯明. "The effects of academic achievement on junior students' cooperative learning with WebQuests in secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45013810.
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Weber, Roberta K. Jerich Kenneth Frank. "An identification of barriers to the integration of information technology as perceived by secondary education teacher education students." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633431.
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Thesis (Ed. D.)--Illinois State University, 1996.Title from title page screen, viewed May 26, 2006. Dissertation Committee: Kenneth F. Jerich (chair), Barbara L. Nourie, Vicky L. Morgan, David B. Woodward. Includes bibliographical references (leaves 175-186) and abstract. Also available in print.
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Louw, Celeste. "Registered professional nurses experiences of computer-assisted learning in a private healthcare organisation." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96900.
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Thesis (MCur)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Registered professional nurses are expected to maintain competence. Organisations are employing computer-assisted learning to fulfil this requirement. It was observed that staff experienced challenges such as technical difficulties, insufficient computer literacy, lack of opportunity and access to complete computer-assisted learning activities in a private healthcare organisation. These challenges may have implications for the effective learning and development of registered professional nurses. The aim of the study was to explore the experiences of registered professional nurses in computer-assisted learning at a private healthcare organisation. The research question was: “What are the experiences of registered professional nurses in computer-assisted learning at a private healthcare organisation?” The following objectives were set to: Explore the experiences of registered professional nurses in computer-assisted learning related to o Organisational support o Human interaction o Programme design o Computer literacy A qualitative approach with a descriptive, exploratory design was applied. A purposive sample of seven (n=7) participants from a population of thirty five (N=35) were recruited. A pre-test was completed. Ethical principles were adhered to. A semi structured interview guide based on the objectives of the study was developed by the researcher and validated by a panel of experts in research methodology and nursing education. Data was collected in the form of individual interviews and a demographic questionnaire by the researcher and one research assistant. Content analysis was applied to analyse the data, with six themes emerging. These were access, opportunity, applied support, programme content and design, social learning and computers. The findings demonstrated that registered professional nurses experienced inadequate access and opportunity to computer-assisted learning activities. The lack of computer literacy and human interaction affected the learning experience of some, but not all participants. Technical problems and disturbances in the learning environment were major contributors to the negative experiences in computer-assisted learning. Positive experiences included the convenience and ease of use of intranet-based computer-assisted learning activities. The conceptual framework of Knowles’ Andragogy supported the findings of the study. Recommendations were to provide intranet access at work and home, internet access at work and also formalised opportunity to complete computer-assisted learning activities. Technical problems should be minimised. Learning environments should be separate from work environments.
AFRIKAANSE OPSOMMING: Daar word van geregistreerde professionele verpleegkundiges verwag om vaardigheid te behou en organisasies wend rekenaar-ondersteunde leer aan om die vereiste te vervul. Dit was waargeneem dat personeel uitdagings ervaar soos tegniese probleme, onvoldoende rekenaargeletterdheid en ’n tekort aan geleentheid en toegang om rekenaar-ondersteunde aktiwiteite te voltooi by ’n privaat gesondheidsorg organisasie. Hierdie uitdagings mag implikasies inhou vir effektiewe leer en ontwikkeling van geregistreerde professionele verpleegkundiges. Die doel van die studie was om die ervaringe van geregistreerde professionele verpleegkundiges in rekenaar-ondersteunde leer, by ’n privaat gesondheidsorg organisasie te ondersoek. Die navorsingsvraag was: “Wat is die ervaringe van geregistreerde profesionele verpleegkundiges in rekenaar-ondersteunde leer by ’n privaat gesondheidsorg organisasie?” Die volgende doelwitte was gestel om: Die ervaringe van geregistreerde professionele verpleegkundiges in rekenaarondersteunde leer te ondersoek in verband met o Organisasie ondersteuning o Menslike interaksie o Program ontwerp o Rekenaargeletterdheid ’n Kwalitatiewe benadering met ’n beskrywende, ondersoekende ontwerp was toegepas. ’n Steekproefgroep van sewe (n=7) deelnemers is doelbewus geselekteer vanuit ’n populasie van vyf en dertig (N=35). ’n Voortoets is voltooi. Etiese beginsels is nagevolg. ’n Semigestruktureerde onderhoudsgids gebaseer op die doelwitte van die studie is ontwikkel deur die navorser en bekragtig deur ’n paneel deskundiges in navorsingsmetodiek en verpleegonderrig. Data was ingesamel deur middel van individuele onderhoude en ’n demografiese vraelys deur die navorser en een navorsingsassistent. Inhoudsanalise was toegepas om die data te analiseer met ses temas wat na vore gekom het. Hierdie was toegang, geleentheid, toegepaste ondersteuning, program ontwerp en inhoud, sosiale leer en rekenaars. Die bevindinge het daarop gedui dat geregistreerde professionele verpleegkundiges onvoldoende toegang en geleentheid tot rekenaar-ondersteunde leer aktiwiteite ervaar het. Die gebrek aan rekenaargeltterdheid en menslike interaksie het sommige, alhoewel nie alle deelnemers se leerervaring geaffekteer. Tegniese probleme en versteurings in die leeromgewing het hoofsaaklik bygedra tot negatiewe ervarings in rekenaar-ondersteunde leer. Positiewe ervaringe het ingesluit die gerieflikheid en bruikbaarheid van intranetgebaseerde rekenaar-ondersteunde leer aktiwiteite. Die konseptuele raamwerk van Knowles se Andragogie ondersteun die bevindinge van die studie. Aanbevelings is om internet toegang by die werk, intranet toegang tuis en by die werk te voorsien asook formele geleenthede te skep om rekenaar-ondersteunde leer te voltooi. Tegniese probleme behoort tot die minmum beperk te word. Leeromgewings behoort apart te wees van werksomgewings.
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Omar, Ebrahim. "Educators' access, training and use of computer-based technology at selected primary schools in the Cape Town suburb of Athlone, Western Cape." Thesis, University of the Western Cape, 2003. http://etd.uwc.ac.za/index.php?module=etd&.
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This research study determines designated primary school educator's use of computer technology for accomplishing teaching related tasks such as using the computer to create instructional materialadministrative record keeping
to access information via CD-ROM and the Internet for best practice teaching, model lesson plans and e-mail communication. In addition, the research also investigates factors influenicing designated primary schools' ability to become ICT ready and the purposes for which primary school educators use computer technology.
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Seto, Wood-hung Andy, and 司徒活雄. "Information and communication technology-supported pedagogical practices in a local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30415597.
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許敬文 and King-man Hui. "A study of computer support for collaborative learning in secondary art education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256272.
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Chau, Mei-wah Josephine, and 周美華. "Secondary school students' perceptions of learning with ICT." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29608193.
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Furr, Cynthia JoAnn. "Comparison of effectiveness between Merit Software and traditional grammar instruction for ninth grade students." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2814.
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Purpose of the project is to determine whether Merit Software program, "Write it right" could be effective in a whole class setting (using one computer) rather than in a computer lab. The further purpose was to identify if this strategy was more effective than the use of the traditional textbook method of grammar study in the ninth grade. Lesson plans and a software description are included.
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Casey, Cheryl. "Computer-Based Instruction as a Form of Differentiated Instruction in a Traditional, Teacher-led, Low-Income, High School Biology Classroom." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4437.
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In 2015 the U.S. continues to struggle with academic achievement in public schools. Average test scores from 15 year olds taking the Program for International Student Assessment placed the U.S. as 38th out of 71 countries (Drew Devlin, 2017). It is common to discuss elimination of the achievement gap as the single most effective way to improve the U.S.'s mediocre standing among the highest scoring countries in the world in primary and secondary student test scores (McGhee,2004; Flemming 2012). In the broadest sense of the term the "achievement gap" refers to the difference in academic success between different groups of students. It is often used to describe the lower performance of underprivileged student populations (National Education Association, 2004). Attempts to understand why this GAP exists and how educators may narrow such GAPs, researchers have identified both large class size and lack of personalized instruction as two conditions that commonly accompany lower academic achieving student populations (Lee and Buxton, 2008).
Although there is a wealth of literature attempting to assess the effect of class size, few studies have defined small and large class sizes. In her research, Sarah Leahy (2006) defines a small class as one containing between 13 and 17 students and a regular class as one containing between 22 and 25. For the purposes of this research, a large classroom is defined as one with over 25 students.
In theory, computer-based instruction (CBI) offers great potential to expand on the concept of personalized instruction. However, there is very little research available that describes how this tool can be used to effectively enhance the classroom learning process. This study examines the impact of providing computer-based instruction (CBI) or teacher-led instruction on students of various achievement levels enrolled in a traditional, high school biology classroom. The high school in which this research as conducted is a Title One (low income) identified school. 111 from four sections of freshman high school biology, were randomly divided into two learning groups per section. Both groups in each section were taught one 50-minute lesson on cellular biology. One group received the lesson from CBI while the other group from teacher-led instruction. The impact on learning was measured by the change in pre- and post-test scores. All students in each section received the same lesson content which was provided in the same classroom concurrently. Data from 82 students that returned signed parental consent forms and took the pre-test on day one, the lesson on day two, and the post-test on day three, were analyzed in this study.
Results: The twenty students ranked as high academic achievers scored the highest correct answers on pre- and post-tests (mean 7.1 and 9.4 respectively). Improvement in test scores, measured as mean number of additional correct answers on the post-test, for the high achievers was equal whether they received CBI or teacher-led instruction (+1.72 and +1.75 respectively). Twenty-seven middle ranked academic achieving students also showed a statistically equal degree of improvement from each instructional platform. However, middle students that scored the highest pre-test scores also produced the highest improvement from CBI. The thirty-five low academic achieving students produced the highest improvement in test scores overall from teacher-led instruction and produced a mean negative change in post-test scores from CBI (mean +2.13 and -.68 respectively). Findings from this study suggest that in a classroom setting, higher academic achieving students will learn equally well from CBI or from a teacher while lower achievers benefit more from small group, teacher-led instruction.
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Mufeti, Tulimevava Kaunapawa. "An exploratory study of a virtual partnership for building capacity in a tertiary education institution." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001624.
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Collaborative partnerships aimed at strengthening institutional capacities are a long established trend in academia. Recent developments in Information and Communications Technologies (ICTs) have fostered a renewed interest in collaborative initiatives in the academic sphere, however, and at the same time, have created new ways of working together. Current research models do not provide sufficient methods to guide collaborations in capacity-building processes in virtual environments, especially in contexts associated with inadequate resources. Conceptual tools are therefore needed to guide the implementation of partnerships that use technology to mediate capacity building in these contexts. This research study was aimed at understanding whether and how virtual partnerships can be used to facilitate capacity building in tertiary education institutions in the SADC region. It is based on a single case study of the SANTED Virtual Classroom Project, a partnership between the Departments of Computer Science at Rhodes University (RU) and the University of Namibia (UNAM). In the project, ICTs were used to mediate the process of building teaching and research capacity in the department at UNAM. The dynamics of the partnership are explored as the implementation process developed over a period of three years. The research adopted a sociocultural perspective in the analysis of the project‟s implementation. It uses activity theory and the notion of communities of practice as conceptual frameworks to explore how the two departments organised themselves and how they harnessed the virtual environment to enable the capacity-building partnership. Activity theory provided a lens to understand the complex relationships between the different elements of the partnership activities mediated by technological tools. The concept of communities of practice, on the other hand, enabled participants‟ progress to be analysed, as they went through the various transition stages of the capacity-building process. The thesis identifies the following four categories of challenges inherent in the implementation of virtual partnerships: infrastructural, institutional, cultural and individual expectations. It also emphasises the need for identifying the different transition stages corresponding to the levels of participation in the capacity-building process. The thesis recommends that the implementation of virtual partnerships for capacity building purposes in the SADC region must focus on: identifying the appropriate capacity building strategies at Abstract ii each transition stage; finding appropriate, light-weight virtual classroom solutions; identifying appropriate pedagogic models to suit available technology; addressing systemic tensions that can arise as a result of different institutional cultures; and developing and nurturing virtual communities of practice to ensure sustainability. The research findings contribute to the body of knowledge exploring the use of technologies to develop and strengthen human resource capacities in developing contexts in a sustainable way. More importantly, it contributes to the literature on collaborative virtual partnerships in the SADC region, and demonstrates one way in which the operations of such a partnership may be supported in similar contextsAdobe Acrobat 9.53 Paper Capture Plug-in
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Stott, Debbie. "A framework for evaluating instructional design models resulting in a model for designing and developing computer based learning tools with GIS technologies." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003430.
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With the increasing pressures and concerns in education regarding capability, lifelong learning, higher order cognitive skills, transdisciplinary education and so on, educators are seeking fresh ways to teach and new tools to support that teaching. In South Africa, Outcomes Based Education (OBE) has identified critical outcomes (skills) across all subject areas such as problem solving, teamwork, fostering critical thinking etc. as a way of responding to these pressures and concerns. But OBE has been criticised for lacking the necessary tools to develop these critical skills and to promote cross-discipline learning. One innovative way of offering transformative teaching, instruction and learning that may foster the development of these critical skills, particularly those concerned with critical thinking, is by using geographic information systems (GIS) technologies. The scope for using these technologies in secondary education is now being realised for teaching the more generic, cross-discipline skills described whereby students are learning not only about GIS but also with GIS. This realisation provides the opportunity to create flexible, computer-based learning materials that are rooted in authentic, real-world contexts, which aim to enhance the cognitive skills of the students. If these technologies can be used in an innovative way to develop critical outcomes and skills, a model needs to be defined to aid the design and development of learning materials using these technologies for use in schools. The primary aim of this study has been to develop such a model; a model which emphasises the development of real-world learning materials that develop higher-order thinking skills in learners. Another key product of this study is the submission of a comprehensive yet flexible framework for evaluating instructional design models found in the educational literature in order to determine if these design models can be used to develop learning materials forparticular contexts.
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Lui, Kwong Man, and 呂廣文. "Patterns of discussion in computer-assisted collaborative learning in pupils with mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958102.
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Thomas, Herbert Ernest. "The sustainable implementation of computers in school districts a case study in the Free State Province of South Africa /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-11092006-185713.
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Gweshe, Lovejoy Comfort. "The effect of using a computer assisted instruction on teaching circle geometry in grade 11." Diss., 2014. http://hdl.handle.net/10500/19005.
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South African learners continue to perform poorly in high school Circle Geometry. Lack of learner confidence and motivation in Mathematics may be the contributing factors to the low success rate in Circle Geometry. These factors, coupled with Conventional Teaching Instructions (CTI), may have contributed to the significant reduction in the number of learners enrolled for Mathematics, and provided a rationale for the study that explored a possible alternative teaching pedagogy to motivate and eventually improve learner performance in Circle Geometry. The study aimed to investigate the comparative effects of Computer Assisted Instruction (CAI) and CTI on the performance and motivation of Grade 11 learners in the topic of Circle Geometry. The population of the study consisted of Grade 11 Mathematics learners from 65 secondary schools in the Ekurhuleni North District of Gauteng province in South Africa. Using convenience sampling techniques two schools with n=136 Grade 11 Mathematics learners and two teachers participated in the study. One school formed the experimental group (n=71) and the other school formed the control group (n=65).
The study followed a quasi-experimental design with a non-equivalent control group approach consisting of pre-and post-test measures. Intact classes participated in the study as it was not possible to randomly select participants for the study. Both groups wrote a standardised achievement pre-test to ascertain their performance status at the beginning of the study. CAI was implemented in the experimental school while CTI was implemented in the control school. A similar post-test was administered on both groups to measure the comparative effects of each teaching method on the performance of learners. A questionnaire was also administered to both groups to measure the motivation of learners. A purposive sample (n=12) was selected from both groups to participate in semi-structured interviews to account for the results of the test and the questionnaire. A socio-constructivist theory framed the study. Analysis of Covariance (ANCOVA) was used to analyse data. The results of this investigation indicated that the use of the computer software, GeoGebra, in the teaching and learning of Circle Geometry improved the performance and motivation of Grade 11 learners.Mathematics Education
M. Ed. (Mathematics Education)