The ICT pedagogic challenges and enablers of grade eight natural science and mathematics teachers in South African classrooms / Varughese J.

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dc.contributor.author Varughese, James en_US
dc.date.accessioned 2012-09-10T16:15:37Z
dc.date.available 2012-09-10T16:15:37Z
dc.date.issued 2011 en_US
dc.identifier.uri http://hdl.handle.net/10394/7286
dc.description Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2012.
dc.description.abstract In 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.publisher North-West University
dc.subject ICT pedagogic practices en_US
dc.subject Learning en_US
dc.subject Behaviourism en_US
dc.subject Constructivism en_US
dc.subject Research framework en_US
dc.subject Quantitative research en_US
dc.subject Secondary data analysis en_US
dc.subject Concentric ecological systems en_US
dc.subject Activity theory en_US
dc.subject Effect size en_US
dc.subject IKT en_US
dc.subject Onderrig- en leerpraktyke en_US
dc.subject Leer en_US
dc.subject Gedragsleer en_US
dc.subject Konstruktivisme en_US
dc.subject Navorsingsraamwerk en_US
dc.subject Kwantitatiewe navorsing en_US
dc.subject Sekondêre navorsingsanalise en_US
dc.subject Konsentriese ekologiese sisteme en_US
dc.subject Aktiwiteitsteorie en_US
dc.subject Effekgrootte en_US
dc.title The ICT pedagogic challenges and enablers of grade eight natural science and mathematics teachers in South African classrooms / Varughese J. en_US
dc.type Thesis en_US
dc.description.thesistype Doctoral en_US

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