ETD Collection

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2013 - 20142

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    Policy lessons from assessing computer-use in secondary schools in a provincial capital, Polokwane
    (2014-02-21) Ghoord, Ebrahim
    This study examined different elements within the classroom, school and environment in order to establish their influence on technology implementation in schools. A review of the literature suggests that the integration of computers in schools is influenced by a number of separate but inter-related factors. If technology implementations in schools are to achieve the desired objectives as outlined in the e- Education White Paper, it is important that such efforts are cognizant of the unique characteristics of each school setting. Eight schools in Polokwane (Limpopo, South Africa) were chosen for this study, which was intended to evaluate current technology integration efforts against existing policy; and to see what policy lessons may be drawn from this.
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    The effectiveness of computer and video modelled social stories on the non-verbal social skills of children with Asperger's Syndrome.
    (2013-08-06) Propheta, Lital
    Background: Children with Asperger’s Syndrome have deficits in daily social communication and pragmatic skills of varying degrees. A lack of appropriate use of eye contact during communication is a well-described marker of the social-pragmatic deficit that is characteristic of children with Asperger’s Syndrome. This study investigated the effectiveness of a combined therapy approach including social stories, video-modelling and computers to address the impaired eye contact. Method: Five participants, between the ages of 6-12 years, with a diagnosis of Asperger’s Syndrome took part. A multiple single subject ABAB design was applied for the purpose of this study. Results: There was an overall improvement in eye contact across all five participants. Other pragmatic behaviours were also positively affected. Conclusions: A combined type of intervention may be used effectively to improve the non-verbal social skills, specifically eye contact, in children with Asperger’s Syndrome. Clinical and theoretical implications of the findings are discussed.