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dc.contributor.authorVarughese, Jamesen_US
dc.date.accessioned2012-09-10T16:15:37Z
dc.date.available2012-09-10T16:15:37Z
dc.date.issued2011en_US
dc.identifier.urihttp://hdl.handle.net/10394/7286
dc.descriptionThesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2012.
dc.description.abstractIn South Africa, Science and Technology Education faces many problems. Insufficient numbers of Science and Technology teachers, inadequate in–service training, large classes, instruction with the aim of narrowly orienting students towards examination passes an insufficient integration of technology in the curriculum, and insufficient physical infrastructure dominates the list. The Department of Education envisages the use of ICT as a tool for learning and teaching. ICT has the potential to improve the quality of education and training. If adequate resources are available, and teachers have confidence in the usefulness of ICTs, then the integration of Information and Communication Technology (ICT) may improve the teaching and learning of Mathematics and Science. A review of the literature indicated that the deployment of ICT resources alone will not bring about desirable pedagogical practices in the classroom. There exists a need for interventions that will enhance ICT pedagogical practices in South Africa. The following main research questions were formulated: What are the ICT pedagogic practices used by grade 8 Mathematics and Science teachers in South African classrooms? How do the barriers that grade 8 Mathematics and Science teachers encounter, as well as the support they receive, influence their pedagogical practices? What is the Principal’s role in promoting the emerging pedagogic practices using ICT in South African classrooms? This research comprises a secondary data analysis of the SITES 2006 South African data base. The population and sample for this study was based on the South African grade 8 Mathematics and Natural science teachers. In SITES 2006, the samples comprised more than 504 schools. Due to the fact that ICT is only significantly implemented in two out of nine provinces in South Africa, 25 strata were created to secure fair representation of the population with 666 Mathematics teachers and 622 Natural Science teachers. Bromfenbrenner’s Ecological Systems Theory and Engeström’s Activity Theory was used to investigate Natural Science and Mathematics teachers’ progress in their ICT pedagogical practices through the time–frame 2004 to 2013, as stipulated in the South Africa’s White paper on e–Education policy. Statistical analysis using Statistical Package for Social Sciences was used to address the research and sub–questions. The study found that South African Mathematics and Natural Science teachers’ level of ICT use is small; when they do use ICT, it is enhanced 21st century pedagogic practices. This is in accordance with findings from the international literature study.en_US
dc.publisherNorth-West University
dc.subjectICT pedagogic practicesen_US
dc.subjectLearningen_US
dc.subjectBehaviourismen_US
dc.subjectConstructivismen_US
dc.subjectResearch frameworken_US
dc.subjectQuantitative researchen_US
dc.subjectSecondary data analysisen_US
dc.subjectConcentric ecological systemsen_US
dc.subjectActivity theoryen_US
dc.subjectEffect sizeen_US
dc.subjectIKTen_US
dc.subjectOnderrig- en leerpraktykeen_US
dc.subjectLeeren_US
dc.subjectGedragsleeren_US
dc.subjectKonstruktivismeen_US
dc.subjectNavorsingsraamwerken_US
dc.subjectKwantitatiewe navorsingen_US
dc.subjectSekondêre navorsingsanaliseen_US
dc.subjectKonsentriese ekologiese sistemeen_US
dc.subjectAktiwiteitsteorieen_US
dc.subjectEffekgrootteen_US
dc.titleThe ICT pedagogic challenges and enablers of grade eight natural science and mathematics teachers in South African classroomsen
dc.typeThesisen_US
dc.description.thesistypeDoctoralen_US


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  • ETD@PUK [6404]
    This collection contains the original digitized versions of research conducted at the North-West University (Potchefstroom Campus)

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