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Articoli di riviste sul tema "Computer-assisted instruction – South Africa – Case studies"
Anjali, Anjali, e Manisha Sabharwal. "Perceived Barriers of Young Adults for Participation in Physical Activity". Current Research in Nutrition and Food Science Journal 6, n. 2 (25 agosto 2018): 437–49. http://dx.doi.org/10.12944/crnfsj.6.2.18.
Testo completoChaka, Chaka, Tlatso Nkhobo e Mirriam Lephalala. "Leveraging MoyaMA, WhatsApp and Online Discussion Forum to Support Students at an Open and Distance e‑Learning University". Electronic Journal of e-Learning 18, n. 6 (5 gennaio 2021). http://dx.doi.org/10.34190/jel.18.6.003.
Testo completo"Language teaching". Language Teaching 36, n. 2 (aprile 2003): 120–57. http://dx.doi.org/10.1017/s0261444803211939.
Testo completoHorrigan, Matthew. "A Flattering Robopocalypse". M/C Journal 23, n. 6 (28 novembre 2020). http://dx.doi.org/10.5204/mcj.2726.
Testo completoWoldeyes, Yirga Gelaw. "“Holding Living Bodies in Graveyards”: The Violence of Keeping Ethiopian Manuscripts in Western Institutions". M/C Journal 23, n. 2 (13 maggio 2020). http://dx.doi.org/10.5204/mcj.1621.
Testo completoBrien, Donna Lee, Leonie Rutherford e Rosemary Williamson. "Hearth and Hotmail". M/C Journal 10, n. 4 (1 agosto 2007). http://dx.doi.org/10.5204/mcj.2696.
Testo completo"Language teaching". Language Teaching 37, n. 2 (aprile 2004): 107–18. http://dx.doi.org/10.1017/s0261444804212228.
Testo completo"Language learning". Language Teaching 37, n. 1 (gennaio 2004): 53–61. http://dx.doi.org/10.1017/s0261444804222133.
Testo completoBrien, Donna Lee. "Bringing a Taste of Abroad to Australian Readers: Australian Wines & Food Quarterly 1956–1960". M/C Journal 19, n. 5 (13 ottobre 2016). http://dx.doi.org/10.5204/mcj.1145.
Testo completoMatthews, Nicole, Sherman Young, David Parker e Jemina Napier. "Looking across the Hearing Line?: Exploring Young Deaf People’s Use of Web 2.0". M/C Journal 13, n. 3 (30 giugno 2010). http://dx.doi.org/10.5204/mcj.266.
Testo completoTesi sul tema "Computer-assisted instruction – South Africa – Case studies"
Snow, Janet P. "Information and communication technology driven teaching and learning opportunities in support of environmental education processes : a case of the eno-environment online programme at Treverton Preparatory School, South Africa /". Thesis, Rhodes University, 2008. http://eprints.ru.ac.za/1623/.
Testo completoPrince, 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/.
Testo completoA thesis submitted in partial fulfillment of the requirements for the degree of Masters in Education, Information Communications Technology in Education in the Education department.
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.
Testo completoMotala, Tasneem. "Towards a better understanding of how to implement technology projects at rural primary schools : a case study". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97351.
Testo completoENGLISH ABSTRACT: In South Africa, an increased effort is being made to integrate the use of technology into the public education system, as technology has proved to be beneficial to both teachers and learners. Technologies introduced in schools are not always adopted equally by all educators. There are differences in both the rate at which the technology is adopted, as well as differences in the extent to which each teacher is willing to integrate the technology into the classroom. iSchoolAfrica has extensive experience in the successful roll out and implementation of technology at schools. The objective of the research was to study iSchoolAfrica’s implementation approach, with a focus on educator engagement, to enable the generation of a set of guidelines that can be used by service providers who implement similar projects in the future. A secondary objective was to understand the reasons for resistance towards technology. Primary data was obtained via interviews with iSchoolAfrica employees. In order to include the views of a set of end-users and possibly the primary stakeholders in such projects, this study offers input from teachers at a school where iSchoolAfrica implemented a technology program. The attributes of a school have a significant impact on the success or failure of a technology project. Implementers must have a deep understanding of the management of the school and the challenges that the school faces before they undertake any technology projects. Resistance from teachers towards a technology change initiative arises for a variety of intrinsic and extrinsic reasons. The main reason why teachers tend to be unwilling to adopt new technology is their lack of self-confidence in terms of their competency in using the technology. Teachers are also overwhelmed by their existing workload and may resist a technology change that they feel adds to their workload. There is also a high probability of resistance from teachers who integrate technology into lessons under duress, after exposure to inadequate training programs. Appropriate training is the primary measure used to counter potential resistance. This training should not only focus on device usage, but rather on pedagogical practices so that teachers understand how to integrate the technology into existing lessons. The role of a facilitator is also important. Although facilitators lead the training effort, they also assume a supportive role and guide the teachers through their adjustment to technology. Although resistance towards change is expected, an implementer can take proactive measures to minimise this resistance and thereby increase the probability of success of the project.
Murray, John Charles. "The in-service development of primary school teachers in the use of computers in education with special reference to computer assisted learning: a case study". Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003454.
Testo completoAmedzo, Ephraim Kofi. "The integration of information and communication technology into rural schools of South Africa : a case study of schools in Malamulele /". Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/329.
Testo completoAddam, Billey Bright Kwadwo. "Integrating information and communications technology (ICT) into teaching and learning: the case of mathematics, science and technology education in one higher education institution". Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1019736.
Testo completoDu, Plessis André. "Learners' perceptions of creating a collaborative hypermedia product: an exploratory case study at Mount Pleasant Primary School". Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003546.
Testo completoNtlabathi, Siyanda. "Exploring lecturer experiences of the use of ICT in blended learning : a case study at a South African university". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017355.
Testo completoDaniels, Trevor Bernard. "Optimising the use of TRAC PACs in science education in South African schools /". Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/1616.
Testo completoLibri sul tema "Computer-assisted instruction – South Africa – Case studies"
Cornelia, Lippert Renate, a cura di. Computer₋based education and training in South Africa: Past imperfect, present continuous! future imperative? : a collection of case studies. Pretoria: J.L. van Schaik, 1993.
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