Electronic Theses and Dissertations (Masters)

Permanent URI for this collectionhttps://hdl.handle.net/10539/37987

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Subject: search.filters.subject.SDG-9: Industry, innovation and infrastructure

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Now showing 1 - 6 of 6
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    Understanding the transformation of knowledge-building during online lessons: An analysis of online teaching material related to Grade 12 Financial Mathematics using Legitimation Code Theory
    (University of the Witwatersrand, Johannesburg, 2024) Naidoo, Anashree; du Plessis, Jacques
    Education institutions in South Africa and around the world had to close their doors during the lock down in response to Covid-19. As a result of this, many educational institutions proactively engaged in remote teaching to promote a culture of teaching and learning even though learners were not in a physical classroom space. This study aims to comprehend the formation and variation of cumulative knowledge that may occur during distance teaching. To accomplish this, a series of online lessons on the topic of annuities is analysed focusing exclusively on semantic density dimension of Legitimation Code Theory (LCT). LCT is a sociological framework developed by professors Karl Maton and Susan Hood. It aims to understand and analyse the ways in which knowledge is legitimized within different social fields, such as education. Semantic Density within LCT refers to one of the key dimensions used to analyse knowledge practices. It focuses on the degree of complexity and abstractness in the language and symbols used to convey knowledge within a particular field. The online teacher (presenter) focuses on annuities in financial mathematics through six lessons where the knowledge is revised and applied in different contexts. This study focused on the analysis of the online lesson transcripts, using a translation device that focuses on the semantic density of the series of six open-source online revision sessions. The outcome of the analysis is plotted in a graphical representation that visually describes the cumulative knowledge building during each lesson. The semantic profiles for each video of the online lessons illustrates the transformation of cumulative knowledge building that has been achieved. The analysis of the online lessons using semantic density have further indicated that the complexity of lessons does not necessarily decrease or limit the understanding of the pedagogy, in this case, financial mathematics. The examples in the online videos moved from simple to complex and demonstrated a link from one example to the next example.
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    An exploration of the integration of ICT in Life Sciences lessons: A case of teachers in Merafong City
    (University of the Witwatersrand, Johannesburg, 2024) Fenni, Sajini; Kazeni, M.
    The advancement of technology in the 21st Century has transformed educational delivery in various ways, including the use of Information, Communication and Technology (ICT), to enhance the teaching and learning process. In line with this trend, the South African Gauteng Department of Education supplied schools with ICT devices for use in the teaching and learning process, with the aim of improving learner performance in subjects such as Life Sciences. To achieve this aim, teachers are required to integrate educational ICT into their lessons. Despite the provision of ICT devices, the performance of Life Sciences learners has remained poor in Merafong City high schools. The reasons for the continued poor performance of learners, despite the availability of ICT devices has been a matter of speculation. Therefore, this study explored the integration of ICT in Life Sciences lessons, in Merafong City high schools. The study employed a qualitative case study design, and six Life Sciences teachers from both township and city government high schools in Merafong City participated in the study. Data were collected using semi- structured interviews and lesson observations, and were analyzed using a thematic data analysis method. The study findings revealed that the participating teachers have positive perceptions about the integration of ICT into their lessons, and they acknowledged the positive contribution of ICT use in the teaching and learning of Life Sciences. The findings also indicated that not all the participating teachers were competent in the use of educational ICT. In addition, a number of challenges faced by Life Sciences teachers during the integration of ICT in their lessons were highlighted. The implications of the findings are discussed, and recommendations on how to improve the integration of ICT in Life Sciences lessons to mitigate the challenges faced are provided.
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    Investigating teachers’ perceptions on unemployment caused by the possibility of deploying robots into the teaching profession: a case of three schools in South Africa
    (University of the Witwatersrand, Johannesburg, 2024) Sitoe, Maida Carlos; Chakane, More
    The influence of globalization is inevitable and the quest to remain globally relevant has created a growing demand for integrating technology into different facets of life in response to the Fourth Industrial Revolution (4IR). The challenge of introducing technology into various sectors of the economy shifts away from the demand for low-medium skilled candidates to a need for highly skilled candidates which in turn would lead to automation and mass unemployment. Teaching is considered one of the most secure jobs in the world. However, the introduction of social robots in classrooms to serve as teachers or assistants may be seen as a threat to teacher employment. One of the repercussions of introducing Robot teachers into classrooms despite raising concerns regarding practicality and learner’s safety, further intensifies teacher insecurities regarding the teaching profession. Despite the substantial amount of literature addressing the concept of robots about teaching and how teachers perceive the concept of robots replacing their role; most existing literature focuses on how deploying robots can enhance teaching and learning. It addresses the practicality of deploying robots and raises awareness of ethical concerns regarding learner’s safety. Thus, to the researcher’s knowledge, there are hardly a limited number of studies that address how teachers feel about the concept of robot teachers replacing them in a South African context. As a result, this study aimed to investigate the different teacher perceptions on the possibility of deploying robots in South Africa. The study was quantitative and utilized a positivist approach. Data was collected from three different South African schools classified as Quintile 1, Quintile 4, and Quintile 5, through a closed-ended survey questionnaire and interviews. The sample consisted of 45 secondary school teachers serving as post levels 1 and for further analysis only 4 teachers were selected for a face- to-face interview. Findings show that most teachers do not fear the notion of being replaced by robots. Due to limitations such as Economic constraints, poor infrastructure lack of resources, inequalities and lack of access, 73% of the teachers believe that integrating robot teachers in a vi | P a g e South African context is impractical. Surprisingly, 80% of teachers feel and believe that robots should only be employed to assist teachers in performing daily tasks in a classroom
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    Newly qualified in-service teachers’ readiness for pedagogical technology use in the classroom: case studies of township schools
    (University of the Witwatersrand, Johannesburg, 2024) Vilakazi, Naledi; Dewa, Alton
    Newly qualified teachers in South African townships face a critical challenge: integrating technology effectively into classrooms to prepare learners for the demands of Education 4.0 and the Fourth Industrial Revolution (4IR). Education 4.0 and the 4th Industrial Revolution (4IR) necessitate seamless digital technology integration, yet many teachers lack the skills and knowledge to leverage its potential (Oke & Fernandes, 2020). The study aims to investigate the preparedness of newly qualified in-service teachers in township schools for integrating pedagogical technologies into their classrooms. By using case studies, the research explores the factors influencing their readiness for effective technology use in the learning environment. The study uses a qualitative method for data collection, specifically in-depth interviews, to explore teachers' perspectives on technology integration. Purposive sampling was employed to select six teachers from township secondary schools, ensuring rich and relevant data collection (Creswell, 2013). Thematic analysis revealed a complex landscape marked by uneven adoption of digital tools, inadequate teacher training, and limited resources. The findings exposed this mismatch; the Activity Theory highlighted the contradictions faced by the newly qualified in- service teachers – they are expected to integrate technology yet lack the tools and knowledge to effectively mediate student learning activities with technology as an object. This research offers valuable insights for policymakers and educators. The study recommends the creation inclusive learning environments that consider the socio-economic realities of township schools and teacher training programs with pedagogical approaches that utilize technology for transformative learning.
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    Investigating practising teachers’ willingness to teach genetics with the use of ICT
    (University of the Witwatersrand, Johannesburg, 2024) Khanye, Mapaseka; Kavai, Portia
    This study aimed to investigate practising teachers’ willingness to teach the topic of genetics with the use of ICT. I wanted to find out if teachers consider themselves sufficiently prepared to use ICT in the classroom. The motivation for investigating practising teachers’ willingness to teach the topic of genetics with the use of ICT was to determine whether teachers appreciate the value of ICT and its relevance in the classroom. If teachers do not see the value and relevance of ICT in education, hopefully, this study will help the Department of Education in facilitating a better alignment between research and practice and provide training that will adequately train and prepare teachers for the use of ICT. The Department of Education supports the use of ICT in classrooms and this is also part of the current international drive for education. Data was collected through interviews and classroom observations. There were four participant teachers within the age range of 25- 50 years category; two participants were female and the other two were males. Participants had to teach grade 12 Life Sciences as a subject for them to be part of this study. Findings show that teachers in my study, both males and females, were willing to teach the topic of genetics with the use of ICT. However, only one teacher considered himself sufficiently prepared to teach with ICT. The study showed that although the other three teachers valued and appreciated ICT in the classroom, they still needed further training on how to incorporate ICT in their lessons. Findings also showed that teachers faced several challenges when using ICT. Issues such as load shedding and the internet either being slow or expensive are some of the cited challenges. The study recommends that during in-service workshops, teachers need to be provided with proper and adequate information about the function, usage and benefits of ICT. In addition, there is a need for the Department of Education to start investing and providing schools with backup generators so that lessons are not disturbed due to load shedding. Finally, free data or the internet needs to be made available and accessible so that teachers and learners may be able to view pre-recorded video lessons and access learning materials such as past question papers from various reputable websites.
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    The influence of visual technological resources on grade 9 learners’ conceptual knowledge of transformation geometry
    (University of the Witwatersrand, Johannesburg, 2024) Nedambale, Nndileleni; Mofolo-Mbokane, Batseba
    This study investigates the influence of visual technological resources (VTRs) on Grade 9 learners’ conceptual knowledge of Transformation Geometry. This was done by giving two groups of learners the opportunity to learn with and without VTRs. The conceptual knowledge gains of the learners in both groups were compared and analysed after they wrote the same test. The experimental group was instructed with VTRs while the control group was instructed without VTRs. The data collected were qualitatively and quantitatively analysed. There were three main items that were studied, i.e., lesson observation schedule data, learners’ actual responses to transformation geometry questions, and learners' test performance scores. The TPACK framework was used to analyse the use of VTRs in the classroom by a teacher. The two facets of conceptual knowledge were used to measure the conceptual gains of learners from the written test. It was found that 30 % of the learners in the experimental group performed above 40% in the test that was given to them. 16% of the learners in the control group performed above 40%. An analysis of the learners’ scripts showed that the experimental group had more conceptual gains than those of the control group. The usage of VTRs improved the conceptual knowledge of Transformation Geometry for learners in the experimental group. It was also found that learners in both groups struggled to obtain the coordinates of transformed points from the questions presented. The results revealed that the learners could not adequately explain the meaning of reflection and translation. It was also found that a lack of accessibility to technological infrastructure and equipment presented challenges in the classroom to integrate VTRs. The study recommends that mathematics teachers integrate VTRs in the classroom instruction of Transformation Geometry and other topics.