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Kalake, Matsitso. "Factors enabling and constraining ICT implementation in schools: a multiple case study of three secondary schools in Lesotho." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1004539.
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This study focused on the implementation of ICTs in secondary schools in Lesotho. The main question addressed was: What are the enabling and constraining factors in the implementation of ICTs in schools? The work was undertaken in recognition of the fact that schools in the country were autonomously acquiring computers and using a variety of curricula without much coordination and policies from the government. There were factors encouraging schools to delve into this educational change: and challenges were already evident. This required further investigation. The research approach commenced with a critical review of the literature. Literature was drawn from developed and developing countries in order to understand the process of ICT implementation from a variety of contexts. The enquiry about the implementation process in all the countries focused on the rationale behind the use of ICTs in schools. ICT policies guiding implementation, principal leadership, teacher professional development and ICT resources. The literature review was followed by case studies of three secondary schools in Mafeteng district in Lesotho. Using both qualitative and quantitative methods of research, the study sought to determine from key people in three case study schools their overall understanding of how the process of implementation was carried out and what they perceived as enablers and constraints. The findings revealed that planning, access arrangements, training, support and to a lesser extent resources played a role in either impeding or encouraging the key ICT implementers at school and classroom level. Additionally, the key role of the principal and the MoE were highlighted in the study.
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Grgurina, Nataša. "Computational thinking in Dutch secondary education." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6455/.
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We shall examine the Pedagogical Content Knowledge (PCK) of Computer Science (CS) teachers concerning students’ Computational Thinking (CT) problem solving skills within the context of a CS course in Dutch secondary education and thus obtain an operational definition of CT and ascertain appropriate teaching methodology. Next we shall develop an instrument to assess students’ CT and design a curriculum intervention geared toward teaching and improving students’ CT problem solving skills and competences. As a result, this research will yield an operational definition of CT, knowledge about CT PCK, a CT assessment instrument and teaching materials and accompanying teacher instructions. It shall contribute to CS teacher education, development of CT education and to education in other (STEM) subjects where CT plays a supporting role, both nationally and internationally.
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Silva, Marcos 1953. "The introduction of computer networking and activities in K-12 classrooms : a case study of a secondary school." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35943.
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The purpose of this research is to document data on the implementation and integration of computer networking capabilities and activities in regular classrooms, looking specifically at the expectations and concerns of those involved (school administrators and teachers), and at the issue of integrating the networking capabilities with the regular curriculum. The outcomes of the research will be recommendations on practices that produce successful or unsuccessful implementation of network-based classroom activities. Particular attention is given to Internet-based K--12 classroom activities and to the creation of electronic communities of learners.
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Weise, Martin. "A model for teaching informatics to German secondary school students in English-language bilingual education." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6456/.
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Informatics as a school subject has been virtually absent from bilingual education programs in German secondary schools. Most bilingual programs in German secondary education started out by focusing on subjects from the field of social sciences. Teachers and bilingual curriculum experts alike have been regarding those as the most suitable subjects for bilingual instruction – largely due to the intercultural perspective that a bilingual approach provides. And though one cannot deny the gain that ensues from an intercultural perspective on subjects such as history or geography, this benefit is certainly not limited to social science subjects. In consequence, bilingual curriculum designers have already begun to include other subjects such as physics or chemistry in bilingual school programs. It only seems a small step to extend this to informatics. This paper will start out by addressing potential benefits of adding informatics to the range of subjects taught as part of English-language bilingual programs in German secondary education. In a second step it will sketch out a methodological (= didactical) model for teaching informatics to German learners through English. It will then provide two items of hands-on and tested teaching material in accordance with this model. The discussion will conclude with a brief outlook on the chances and prerequisites of firmly establishing informatics as part of bilingual school curricula in Germany.
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Chan, Man-hoi, and 陳文海. "Utilizing open source software in schools of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B2981389X.
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Chen, Mei 1962. "The impact of three instructional modes of computer tutoring on student learning in algebra /." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36890.
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This research investigated the impact of "embedded teaching" and "learner-controlled" instruction on student learning of algebra in a controlled computer-tutoring environment. Three versions of a computer tutor were developed to establish three experimental conditions. Condition 1 corresponds to a conventional "lecture-demonstration-practice" in which conceptual knowledge is presented by the computer tutor as a coherent entity prior to engagement in problem-solving activities (Lecture-Demonstration-Practice). Condition 2 reflects "embedded teaching" in which before students begin practice, the computer tutor uses examples to demonstrate problem-solving processes, introducing concepts and principles, as they become relevant (Embedded-Teaching Condition). Condition 3 is a "learner-controlled" instruction in which students engage directly in problem-solving activities without receiving any prior formal instruction, but in which they are provided with instructional assistance and demonstrations upon request (Learner-Controlled Instruction).Twenty-seven high-school students participated in the experiment over a 1-month period. Students were divided into three groups based on their pre-test scores, each group was then assigned randomly to one of the three experimental conditions. The computer tutor was used as the sole source of instruction. Pre- and posttests were administered to measure the changes in students' algebraic abilities. A multivariate analysis of the pre- and posttest results indicates that overall student performance in all three conditions improved significantly over time, as measured by the ability to construct algebraic representations and the ability to made estimates using the various representations ( F (2, 23) = 46.6, p < 0.01). In particular, students in Lecture-Demonstration-Practice Condition demonstrated a higher level of accuracy (89.51%) than students in the Embedded-Teaching and Learner-Controlled Instruction did (61.1% and 63.3% respectively). Moreover, all students in Lecture-Demonstration-Practice Condition completed the posttest successfully, whereas only 56% of students in the other two conditions passed the posttest.
This research demonstrates that students learn more effectively from instruction that emphasizes the coherent representations of the symbol system of algebra. It is postulated that such coherent representations enable students to make sense of the subsequent examples to be studied and the problems to be solved thus leading to better problem-solving performance. This research has implications for the development of instructional theories and educational computer applications.
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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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Phipps, Owen Dudley. "The use of a database to improve higher order thinking skills in secondary school biology: a case study." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003696.
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The knowledge explosion of the last decade has left education in schools far behind. The emphasis in schools must change if they are to prepare students for their future lives. Tertiary institutions as well as commerce and industry need people who have well-developed cognitive skills. A further requirement is that the school leaver must have skills pertaining to information processing. The skills that are required are those which have been labelled higher order thinking skills. The work of Piaget, Thomas and Bloom have led to a better understanding of what these skills actually are. Resnick sees these skills as being: nonalgorithmic; complex; yielding multiple solutions; involving nuanced judgements; involving the application of multiple criteria; involving uncertainty; involving self-regulation of the thinking process; imposing meaning and being effortful. How these can be taught and the implication of doing so are considered by the researcher. The outcome of this consideration is that higher order - thinking entails communication skills, reasoning, problem solving and self management. The study takes the form of an investigation of a particular case: whether a Biology field trip could be used as a source of information, which could be handled by a computer, so that higher order thinking skills could be acquired by students. Students were instructed in the use of a Database Management System called PARADOX. The students then went on an excursion to a Rocky Shore habitat to collect data about the biotic and abiotic factors pertaining to that ecosystem. The students worked in groups sorting data and entering it into the database. Once all the data had been entered the students developed hypotheses and queried the database to obtain evidence to substantiate or disprove their hypotheses. Whilst this was in progress the researcher obtained data by means of observational field notes, tape recordings, evoked documents and interviews. The qualitative data was then arranged into classes to see if it showed that the students were using any of the higher order thinking skills. The results showed that the students did use the listed higher order thinking skills whilst working on the database.
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Lessner, Daniel. "The role of algorithm in general secondary education revisited." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6453/.
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The traditional purpose of algorithm in education is to prepare students for programming. In our effort to introduce the practically missing computing science into Czech general secondary education, we have revisited this purpose.We propose an approach, which is in better accordance with the goals of general secondary education in Czechia. The importance of programming is diminishing, while recognition of algorithmic procedures and precise (yet concise) communication of algorithms is gaining importance. This includes expressing algorithms in natural language, which is more useful for most of the students than programming. We propose criteria to evaluate such descriptions. Finally, an idea about the limitations is required (inefficient algorithms, unsolvable problems, Turing’s test). We describe these adjusted educational goals and an outline of the resulting course. Our experience with carrying out the proposed intentions is satisfactory, although we did not accomplish all the defined goals.
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Ngai, Kin-fai, and 魏建輝. "An appraisal of computer-based management information systems in Hong Kong secondary schools with emphasis on human resource factors." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956154.
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Ng, Yui-kin, and 吳銳堅. "Computers, Gödel's incompleteness theorems and mathematics education: a study of the implications of artificialintelligence for secondary school mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957419.
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Cheung, Ka-chun, and 張家俊. "Secondary school principals' attitudes towards information systems: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962853.
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Carter, George E. "An investigation into computer education offered in New Hampshire secondary schools as perceived by teachers and compared to the needs of business as perceived by data processing managers." Thesis, Boston University, 1988. https://hdl.handle.net/2144/38010.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
A major role of secondary education for the 1990's and beyond will be to provide computer education. The purpose of this study was to investigate what computer instruction was being offered in the secondary schools of New Hampshire. The study focused on the perceptions of three groups in order to determine what type of computer education, curriculum content, and expected competencies were being required. Procedure: A questionnaire was designed, tested, and used to collect data from 148 business computer teachers, 148 mathematics computer teachers, and 101 data processing managers from the State of New Hampshire. Part I of the questionnaire included general demographic information, while Part II contained ninety-two items organized into forty-four questions uqing a five point Likert Scale. Of the total population (N=397), two hundred fifty-two or 63% returned the questionnaire. Findings: Basic, Pascal and Fortran were the most commonly taught computer languages in the secondary schools, but data processing managers clearly do not regard them as essential. Data Processing Managers and the Mathematics Computer Teachers both agreed that computer literacy instruction was the most important followed by computer applications and computer programming. In contrast the Business Computer Teachers reported computer programming most important followed by computer literacy and computer applications. Additional instruction, as perceived by the three groups, was needed in improving communication skills, developing problem solving techniques, and providing additional software applications. Conclusion: Several conclusions regarding secondary computer education in the State of New Hampshire were drawn. There was total agreement that the top three computer applications taught in schools were used in business. However, the perceptions regarding (1) type of computer education, (2) curriculum content, and (3) expected competencies were significantly different. Recommendations Are: (1) Instructional priorities need to be identified by secondary computer teachers and data processing managers; (2) partnership with New Hampshire businesses needs to be established; and (3) more data should be generated a) by local, state, and national educational agencies, in order to establish adequate foundations and standards for computer education, and b) further research in each of the areas of secondary computer education needs to be considered.
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Wynn, Delores A. "Curriculum for a course in keyboarding & personal applications." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/334.
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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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Chan, Chi-fung Kevin, and 陳志峰. "Digital divide: a case study of two Hong Kongsecondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256119.
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Ditaunyane, Shoadi Ezekiel. "The integration of multimedia resources in the teaching of Tswana at secondary schools in the Motheo District." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21611.
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Thesis (MPhil)--Stellenbosch University, 2008.ENGLISH ABSTRACT: This empirical study focuses – through the use of a descriptive survey – on the viability of integrating multimedia programmes in teaching Tswana at ten secondary schools in the Motheo District of the Free State Department of Education. The study sought to explore, inter alia, the progress made by schools in providing Tswana teachers with access to computers, the extent to which Tswana teachers use multimedia programmes in their daily practice and to determine the quality of Tswana multimedia programmes that are offered in the market.
AFRIKAANSE OPSOMMING: Hierdie empiriese studie fokus – deur die gebruik van ‘n beskrywende ondersoek – op die lewensvatbaarheid om multimedia programme by die onderrig van Tswana by 10 sekondere skole in die departement opvoeding in die Motheo distrik van die Onderwysdepartement van die Vrystaat te integreer. Die studie het, onder meer, gepoog om vas te stel in watter mate daar al vordering gemaak is by skole om onderwysers van Tswana toegang tot rekenaars te verleen, hoeverre onderwysers van Tswana multimedia programme in hul daaglikse praktyk gebruik asook om die gehalte van multimedia programme wat vir Tswana beskikbaar is te evalueer.
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Slater, Alan. "How do school managers view and use data to help improve student achievement at their school?" Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711732.
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Linck, Barbara. "Test items for and misconceptions of competences in the domain of logic programming." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6446/.
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Development of competence-oriented curricula is still an important theme in informatics education. Unfortunately informatics curricula, which include the domain of logic programming, are still input-orientated or lack detailed competence descriptions. Therefore, the development of competence model and of learning outcomes' descriptions is essential for the learning process in this domain. A prior research developed both. The next research step is to formulate test items to measure the described learning outcomes. This article describes this procedure and exemplifies test items. It also relates a test in school to the items and shows which misconceptions and typical errors are important to discuss in class. The test result can also confirm or disprove the competence model. Therefore, this school test is important for theoretical research as well as for the concrete planning of lessons. Quantitative analysis in school is important for evaluation and improvement of informatics education.
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Lewis, Sharon, and University of Lethbridge Faculty of Education. "Using telecommunications to enhance the grade 8 science curriculum." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1996, 1996. http://hdl.handle.net/10133/31.
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The primary objective of this study was to implement a project that utilizes telecommunications as a tool to enhance the grade eight science curriculum. The process of becoming prepared to undertake this study was examined and documentd so that teachers in all subject areas at all grade levels could use it as a guide for similar projects. It was proposed to do this by conducting a collaborative project in which the students would use the scientific method to develop research questions that could be used to discover why the incidence of asthma is so high in Central Alberta. These questions would be sent out to schools across Canada and then the data would be analyzed and interpreted. The results would be shared with all participants as well as asthma researchers. The study met with many barriers whcih impeded the progress as well as made it impossible to fulfil the original goal of having the students collaborate with the experts and contribute their own research to the field. Whe embarking on a new project using technology it is inevitable that there will be barriers. Through repeated reconnaissance we were able to adjust our goals and still pursue very worthwile, but very different computer and telecommunications projects. The students attitudes towards learning science, science in society and computers were measured by pre and post surveys. The findings showed that the students were aware of the importance of all these factors in their lives. Without completing the asthma study, it is impossible to know how much of a difference there would have been in the results. The qualitative results showed very clearly that computers are a motivator for students. They enjoy working on them and the challenge they present. Many of them will do extra homework so that they can take advantage of every opportunity to work on the computer. Unfortunately, many teachers do not have the time or support to learn enough about the Internet/Schoolnet and what is available to take full advantage of what is has to offer our students and ourselves. For the most part, there are few teachers in each disrict becoming involved. This will change over time only if there is a support system in place and the pioneers share what they have learned. We cannot run the risk of the forerunners becoming discouraged and giving up. The Internet is a global community. For that community to grow and flourish we must share what we have learned and provide the means to make the path smoother for those who follow. Through this study, the projects have been documented and resources have been prepared that are intended to help others get online and access a wide variety of resources that are sure to enhance all programs and professional development.xiii, 228 leaves : ill. ; 28 cm.
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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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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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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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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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Williams, Arthur S. "An analysis of achievement tests for selected Virginia high school business computer applications students." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-170601/.
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Liu, Kai-sheung Bonnie, and 廖繼嫦. "The impact of the use of information technology on teachers: a survey of IT pilot schools in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961381.
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George, Ann Zeta. "Factors affecting teachers’ use of computer technology for promoting meaningful learning." Thesis, 2015. http://hdl.handle.net/10539/16919.
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A thesis submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Doctor of Philosophy. Johannesburg, August, 2014.The research described in this thesis is a case study of the factors influencing teachers’ use of computers for teaching at a private secondary school in South Africa. Two problems motivated the study. Firstly, teachers were not using ICT for meaningful learning despite the South African Education Department's emphasis on the use of ICT in education. Secondly, teachers were not coping with the demands of a new school curriculum involving innovative practices and new content. The case study school had purchased a software package for the sciences which claimed to be suitable for the new South African curriculum. The software package was evaluated as part of the study, to investigate its usefulness for supporting Life Sciences teachers to teach new content during a period of curriculum change. The study comprised two phases, one before and one after the school introduced an innovation promoting the use of ICT for instruction. In the absence of a suitable model to underpin the investigation a literature-based mind-map was constructed to provide a conceptual framework to guide the study. An analysis of 48 papers reporting on the factors affecting teachers’ use of computers led to the identification of 43 factors, which were classified into categories and sub-categories in the form of a hierarchical map showing the relationships between the factors, and providing the framework used to structure the investigation of factors. This was later developed into a holistic model showing the relationships between the factors, based on the theory of planned behaviour, but modified by the addition of knowledge and skills, which were found to influence teachers’ computer usage directly, as well as impacting on teachers’ beliefs, attitudes and behavioural intentions about using technology. This model could be useful for stakeholders to identify factors that could be used to promote the use of ICT in ways that benefit learning. During the first phase factors were identified using participant observation recorded by means of a researcher’s journal and semi-structured interviews with four teachers, with open-ended checklists being used for the software evaluation. Five categories of teacher-level factors (factors within teachers' control) were identified which affected their use of ICT: teachers’ perceptions of the effectiveness of ICT; teachers’ attitudes towards ICT; teachers’ level of innovativeness; teachers’ technological knowledge; and teachers’ level of ICT proficiency. Five categories of institutional factors (beyond teachers’ control) also emerged: the availability and accessibility of computer hardware; the availability of suitable software; the level of technical support available; the provision of training; and the amount of time available to plan for and use technology for teaching and learning. The biodiversity section of the software package purchased by the school was evaluated in terms of supporting teachers with teaching this new section of content required by the new curriculum. Five features of software design were evaluated: the extent to which the software promoted seven of the nine new classroom practices required by the new South African curriculum, the extent to which the package covered the content needed to teach biodiversity and the pedagogical strategies used to teach this content, how effectively the user interface conveyed messages to users, and the multimedia strategies used in the software package to promote effective learning. The software evaluation aspect of the study led to the development of several open-ended checklists to evaluate different relevant curriculum-related criteria, and a new model for the context-based evaluation of software which could be useful for designers of instructional software. iii The introduction at the case study school of an innovation promoting the use of ICT for instruction allowed the study to enter a second phase extending the sample for investigating factors affecting ICT use, and focusing on teachers' use of computers in response to being provided with more ICT resources and being required to set computer-based tasks for learners to complete at home on dedicated technology days (DigiDays). During this phase multiple online questionnaires were administered to a sample of 29 teachers, semi-structured interviews were conducted, and 33 ICTbased tasks set by the teachers were reviewed using content analysis, to see whether they used technology effectively. The innovation allowed three obstacles which had emerged during the first phase of the study to be investigated in more depth. Firstly, the setting aside of time for computerbased work addressed the lack of time for using computers in lessons, mentioned by teachers during the first phase of the study, and permitted an investigation of whether this alleviated the time pressures teachers associated with using computers. Secondly, the effect of the training provided for using Moodle on DigiDays was investigated to see whether it adequately prepared teachers to use computers in ways which enhanced learning. A lack of training which met teachers' needs had emerged during the first phase as a major factor hindering teachers' use of computers. Thirdly, the influence of teachers’ levels of innovativeness on their computer use outside of the mandated usage on DigiDays was investigated. Teachers were classified into groups based on Rogers’ adopter categories (Rogers, 1962, 2003), but using additional features to just the rate of uptake of an innovation, used by Rogers. A quick and easy method involving a questionnaire and associated key for placing teachers into adopter categories was developed. This method could facilitate the classification of teachers into adopter categories and the tailoring of support aimed at promoting the rate of uptake of ICT, based on the characteristics of the different adopter groups. Case studies of selected teachers were carried out to better understand why they were using computers in certain ways. Based on the model of Donnelly et al. (2011) the selected teachers were grouped according to whether they were using ICT for teaching in instructivist or constructivist ways, and whether or not they showed discerning use of ICT for teaching. A number of subgroups emerged, highlighting the need to understand the complex reasons underlying teachers' behaviours relating to using ICT and underscoring the importance of designing training programmes based on why teachers use ICT for teaching in a particular way.
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Enihe, Lilian Madikobe. "Using computers in the teaching and learning of mathematics in senior secondary schools around Mafikeng area project office / Lilian Madikobe Enihe." Thesis, 2012. http://hdl.handle.net/10394/14349.
Full textAbstract:
The research study sought to investigate the following research hypotheses; computer is an effective tool in the teaching - learning of Mathematics teachers and learners are facing challenges or have barriers that hinder them from using computers in their lesson
presentations; teachers and learners are computer illiterate and administrators at schools around Mafikeng are using computers.
The population for this research study was drawn from Senior Secondary Schools in the
Mafikeng Area Project Office. A sample of 20 schools was used whereby 300 learners were randomly selected and 40 Mathematics teachers were purposely selected. Two questionnaires were used, one for teachers and one for learners for the purpose of data collection.
Quantitative approach was used to analyse the research data. The main findings were that: Most teachers and learners are computer illiterate; few teachers make their own arrangements to attend private institutions and pay their fees to be trained to use the computer. Some private sectors in North West Province donated computers to most schools but training was not given to any teacher. There is a dire need a.n..d interest in teachers and learners to use computer since teachers noted that it reduces workload and paper work.
It is recommended that: The Department of Education provide training of teachers for using computers in teaching Mathematics, distribute finances evenly that can allow schools to build computer laboratories in schools and those schools with computers should consider standardising their computer software.Thesis (M.Ed) North-West University, Mafikeng Campus, 2012
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"Information technology in education in Hong Kong secondary schools." 2000. http://library.cuhk.edu.hk/record=b5895780.
Full textAbstract:
by Li Yeuk Sheung Jessie, Poon Polly.Thesis (M.B.A.)--Chinese University of Hong Kong, 2000.
Includes bibliographical references (leaf 94).
ABSTRACT --- p.ii
TABLE OF CONTENTS --- p.iii
LIST OF APPENDICES --- p.vii
ACKNOWLEDGMENTS --- p.viii
Chapter
Chapter I. --- INTRODUCTION --- p.1
Objectives --- p.2
Background Information --- p.3
Rivalry among Established Firms --- p.3
The Threat of Substitute Products --- p.4
Potential Competition --- p.5
The Bargaining Power of Buyers --- p.5
The Bargaining Power of Suppliers --- p.6
The Role of Macro environment --- p.6
Chapter II. --- METHODOLOGY --- p.9
Research Design --- p.9
Data Collection Method --- p.10
Secondary Data --- p.10
Primary Data --- p.10
Sampling --- p.12
Fieldwork --- p.14
Qualitative Method --- p.14
Quantitative Method --- p.15
Chapter III. --- LIMITATIONS --- p.16
Chapter IV. --- FINDINGS --- p.18
Interviews and Observations of Schools --- p.18
Quantitative --- p.18
Information Technology in Education (ITE) --- p.18
Teaching and Learning via Network --- p.19
Educatonal Software --- p.19
Chapter V. --- DATA ANALYSIS --- p.21
Hypothesis 1 --- p.21
Hypothesis la ´ؤ The Present ITE Resources are Sufficient in Hong Kong Secondary School --- p.21
Interviews and Observations --- p.21
Questionnaires --- p.23
Hypothesis lb ´ؤ The Current Government Policy of Implementing ITEis Compatible With That of Hong Kong Secondary Schools --- p.24
Interviews and Observations --- p.24
Questionnaires --- p.25
Hypothesis lc -- Hong Kong Secondary Schools Face No Difficulties When Implementing ITE --- p.25
Interviews and Observations --- p.25
Questionnaires --- p.26
Conclusion of Hypothesis 1 -- It is Feasible for Hong Kong Secondary Schools to Use ITE --- p.27
Hypothesis 2 --- p.27
Hypothesis 2a ´ؤ Teaching & Learning via Networks is Accepted by Teachers --- p.27
Interviews and Observations --- p.27
Questionnaires --- p.29
Hypothesis 2b Teachers Think ITE Infrastructure is Sufficient to Implement Teaching and Learning via Networks --- p.30
Interviews and Observations --- p.30
Questionnaries --- p.31
Conclusion of Hypothesis 2--It is Suitable for Hong Kong Secondary Schools to Implement Teaching and Learning via Networks --- p.32
Hypothesis 3 --- p.32
Hypothesis 3a -- Educational Software is Not Commonly Used --- p.32
Interviews and Observations --- p.32
Questionnaires --- p.33
Hypothesis 3b -- The Contents of Current Educational Software is Not Compatibility with the Course Contents --- p.34
Interviews and Observations --- p.34
Questionnaires --- p.35
Hypothesis 3c -- The Current Mode of Educational Software is Not Compatible with the Contents of Courses --- p.35
Interviews and Observations --- p.35
Questionnaires --- p.36
Conclusion of Hypothesis 3 -- Current Educational Software is Unsuitable for Hong Kong Secondary Schools to Implement ITE --- p.37
Chapter VI. --- RECOMMENDATIONS --- p.39
Define and Segment a Market --- p.39
Adopt Product Differentiation --- p.40
Tailor-make the Contents to Local Schools --- p.40
Target Specific Subjects --- p.41
Provide Suitable Modes of Educational Software According to Local Tastes --- p.41
Adopt Price Differentiation Strategy on Specific Subjects --- p.42
Provide Augmented Services --- p.43
Tailor-make Packages for Individual Schools Based on Their Needs --- p.43
Long-Term Contracting with Publishers --- p.44
Expertise Obtained from Outside --- p.44
Provide Training Courses to Teachers --- p.45
Marketing Mix Strategies --- p.45
Distribution Strategies --- p.45
Promotion Strategies --- p.46
Product Strategies --- p.47
Pricing Strategies --- p.47
Modify the Company Structure --- p.48
Chapter VII. --- CONCLUSION --- p.49
APPENDIX --- p.51
BIBLIOGRAPHY --- p.94
30
Maselesele, Topoyame Susan. "Activity analysis of information and communication technology integration in Botswana senior secondary schools." 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001105.
Full textAbstract:
M. Tech. Business Information SystemsInformation and Communication Technologies (ICTs) have impacted all facets of our lives. Governments around the world have invested in ICTs to improve teaching and learning in schools. Despite these investments on ICT infrastructure, equipment and software to improve education in many countries, ICT adoption and integration in teaching and learning have been limited. This dissertation explores what and how ICTs are integrated in Botswana senior secondary school teaching and learning activities. This research investigates, analyses, and interprets data to delineate the factors that prevent teachers' use of ICTs in teaching and learning processes. The research study reviews factors that encourage teachers' use of ICTs in teaching and learning processes and also teacher-level, school-level and system-level factors that prevent teachers from integrating ICTs in teaching and learning processes are also reviewed. Activity Theory is used as an underpinning theory for this study, mainly because it is an interpretive research approach that presents a framework within which to analyse the actions of people as they socially interact with each other in an effort to achieve a desired outcome. In this study, the desired outcome is the optimal use of ICTs to enhance teaching and learning activities.
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Kabe, Tlou Johannes. "A framework for acceptance of e-learning by educators in South African secondary schools." 2014. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001596.
Full textAbstract:
M. Tech. Business Information SystemsThe integration of Information and Communication Technology (ICT) within South African schools created new possibilities for learners and educators to engage in new ways of information selection, gathering, sorting and analysis. However, the implementation of ICT in schools has had an impact on curriculum development and delivery of education around the world. The main objective of this study was to develop a framework for acceptance and use of E-learning by educators in South African secondary schools. This study intended to address the lack of interest shown by educators in integrating ICT into teaching and learning.
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Khumalo, Anna Zanele. "Integrating information communication technology (ICT) in high school education: a study of factors, challenges and recommendations from Nkomazi sub-region in the Mpumalanga Province." Thesis, 2010. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000613.
Full textAbstract:
Thesis (MTech. degree in Education) -- Tshwane University of Technology, 2010.This study was aimed at examining factors that influence ICT integration in education at high schools in the Nkomazi sub-region of Mpumalanga Province with a view to provide efforts towards its implementation.
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Njoka, Muriithi Stephen. "The management challenges of using information communication technology for administration at secondary schools in Kirinyaga County, Kenya." Thesis, 2015. http://hdl.handle.net/10500/19618.
Full textAbstract:
This thesis sought to address the management challenges of using ICT in advancing secondary school administration in Kirinyaga County, Kenya. Despite the Kenyan government taking an initiative towards transforming her education sector to be ICT compliant, much emphasis has been laid on the pedagogical aspect at the expense of managerial and administrative functions. This study sought to investigate the underlying challenges in the use of ICT in secondary school administration.
A mixed mode method was used in which both qualitative and quantitative approaches were applied. The target population comprised 18 principals and 54 teachers; inclusive of two heads of departments and one computer teacher in each school. Sampling was done using the purposive technique. Structured and semi-structured questionnaires, administrative documents and face-to-face interviews were used. The principals responded to questionnaire one whereas the HoDs and ICT teachers responded to questionnaire two and three respectively. Statistical Package for Social Sciences (SPSS) was used for data analysis.
The findings from the literature review and the empirical study attest that;
a) The government in its ICT policy formulation has not adequately defined the roles and responsibilities of various key actors in education for tangible integration.
b) A relatively high number of principals (41.2%) and HoDs (36.1%) had only undergone ICT training at informal levels despite their attendance to ICT integration courses in school administration.
c) ICT integration in school administration saved time for easy monitoring and evaluation of the school programmes.
The conclusion was that vivid ICT policy framework, school administrators and teachers’ ICT training play a crucial role in the integration of ICT in schools’ administrative functions.Educational Leadership and Management
D. Ed. (Educational Management)
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"Analysis and development issues of a self-learning system." 2001. http://library.cuhk.edu.hk/record=b5890614.
Full textAbstract:
Lee Yun-wing.Thesis (M.Phil.)--Chinese University of Hong Kong, 2001.
Includes bibliographical references (leaves 87-92).
Abstracts in English and Chinese.
Chapter 1 --- Introduction --- p.1
Chapter 1.1 --- Background --- p.1
Chapter 1.2 --- Motivation and Objectives --- p.3
Chapter 1.3 --- Organization of Thesis --- p.4
Chapter 2 --- Review of Related Work --- p.5
Chapter 2.1 --- Traditional Education Theory --- p.6
Chapter 2.1.1 --- Integrative Learning Model --- p.6
Chapter 2.1.2 --- Problem-Based Learning --- p.7
Chapter 2.1.3 --- Cognitive Apprenticeship --- p.8
Chapter 2.1.4 --- Conversational Model --- p.9
Chapter 2.1.5 --- Self-Regulated Learning --- p.10
Chapter 2.1.6 --- Seven Principles for Good Practice for Education --- p.11
Chapter 2.2 --- Online Learning Examples --- p.13
Chapter 2.3 --- Web sites Comparison --- p.30
Chapter 2.4 --- Chapter Summary --- p.38
Chapter 3 --- An On-line learning model --- p.39
Chapter 3.1 --- Conceptual Design --- p.39
Chapter 3.2 --- Software architecture --- p.51
Chapter 3.2.1 --- Authentication --- p.53
Chapter 3.2.2 --- Courseware studying --- p.54
Chapter 3.2.3 --- Quiz retrieval --- p.55
Chapter 3.2.4 --- Performance Monitoring --- p.57
Chapter 3.3 --- Chapter Summary --- p.58
Chapter 4 --- Demonstration --- p.59
Chapter 4.1 --- Account Management --- p.60
Chapter 4.2 --- Courseware --- p.62
Chapter 4.3 --- Quiz --- p.68
Chapter 4.4 --- Email address list and newsgroup --- p.76
Chapter 4.5 --- Instructor Area --- p.77
Chapter 4.6 --- Chapter Summary --- p.80
Chapter 5 --- Conclusion and Future Work --- p.82
Chapter 5.1 --- Conclusion --- p.82
Chapter 5.2 --- Future work --- p.85
Bibliography --- p.87
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Mogodi, Thomas Kgadi. "The use of ICT for learning at a Dinaledi School in the Limpopo Province." Thesis, 2013. http://hdl.handle.net/10210/8368.
Full textAbstract:
M.Ed. (Information and Communication Technologies in Education)The use of ICT at all levels in the schools has been shown to have a positive impact on teaching and learning, in particular of Mathematics. In South Africa, Dinaledi schools have been given ICT resources by the former Department of Education (South Africa) with the aim of improving Grade 12 results, particularly in Mathematics. This study aims to assess the use of ICT for learning in the selected Dinaledi School, with an additional focus on Mathematics learning in grade 8 to 12, and to provide guidelines for the use of ICT in the Dinaledi schools, and specifically to support Mathematics learning. The ‘mixed–method’ study comprised several sets of data, both quantitative and qualitative, using a sequential-mixed-method-explanatory design for the case of the selected Dinaledi School, Kone High School (Fictitious name), situated in the Limpopo Province, to determine how ICT resources are used in the teaching and learning, and also for Mathematics. In the quantitative phase, quantitative data was collected by means of structured questionnaires on the use of ICT from the principal, teachers and students. The University of Johannesburg’s STATKON unit analysed the data, and confirmed the latent theoretical constructs that were embedded in the questionnaire. To clarify the results, in the follow-up qualitative phase, the principal, teachers and students were interviewed on the use of computers. Other quantitative data were sourced from official end-of-year matric results. Both teachers and students pointed that the ICT resources were not sufficiently used in teaching and learning, in particular for Mathematics, although in contrast it appeared that the principal believed that the ICT resources were sufficiently used for teaching and learning. The study concluded that ICT was not an important driver of teaching and learning in this Dinaledi school and it did not play the role in teaching and learning at Kone High School, as is envisioned for Dinaledi schools.
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Perkins, Catharina Elizabetha. "The management of an information technology infrastructure in schools in the Western Cape Province." Diss., 2012. http://hdl.handle.net/10500/9266.
Full textAbstract:
This research conceptualises IT infrastructure management at secondary
schools in the WCED (Western Cape Education Department). This includes
whether or not secondary schools in the WCED make use of a full time, on-site
network administrator or whether a teacher acts as on-site network
administrator. The literature review studied the effectiveness of IT infrastructure
management which includes hardware, software, policies, computer network,
security; staff management and BYOD (bring your own device). The
management of IT infrastructure at secondary schools within the WCED differs
widely from school to school, and its functionality depends on many factors.
The quantitative study revealed problem areas within IT infrastructure
management at secondary schools in the WCED. Furthermore the quantitative
study also revealed that there is a need for best practice guidelines with
regards to IT infrastructure management in order to improve service delivery.
The literature review provided sources for best practice IT infrastructure
management.Rekenaar infrastruktuur by sekondere skole in die WKOD (Wes Kaapse Onderwys Departement) word in die navorsing beskryf. Die studie ondersoek verskillende strukture naamlike skole wat 'n voltydse netwerk administrateur het en skole waar 'n onderwyser die verantwoordelikheid aanneem van 'n netwerk administrateur. Die effektiewe beheer van rekenaar infrastrukture word bespreek. Dit sluit hardeware, sagteware, beleid formulasie, rekenaar netwerk, sekuriteit, personeel bestuur, en BYOD (bring jou eie toestel). Die bestuur van rekenaar infrastruktuur verskil van skool tot skool en die effektiewe bestuur daarvan word deur baie faktore beinvloed. Die kwantitatiewe studie het probleem areas vir die bestuur van rekenaar infrastruktuur by sekondere skole in die WKOD uitgewys. Die kwantitatiewe studie het verder die behoefte vir beste praktyk riglyne uitgewys om sodoende better dienslewering te verseker. Die literere studie het beste praktyk riglyne vir rekenaar infrastruktuur bestuur genoem.
Educational Leadership and Management