3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Experience, perceptions, attitude and intention to use information and communication technology (ICT) by first year students: the case of a South African University(2019) Malgas, Antoinette NolwandleIt is increasingly becoming important for students to have a good command of technology for them to succeed at higher institutions of learning (Calderhead, 2011; Brown & Czerniewicz, 2010). However, there are still inequalities that exist in democratic South Africa. This may challenge the academic performance of students from various backgrounds who come to the university with a lower level of Information and Communication Technology (ICT) skills. This study investigated the first-year university students’ perceptions and experience, attitude and intention to use Information and Communication Technology (ICT) to access learning at the University. Nine Thousand One Hundred and Ninety-Five (9195) first year university students were involved in the study. The researcher used a quantitative method research design, followed by qualitative findings which were used to complement the quantitative results. Even though most first-year students had a positive attitude towards the use of technology at the university, the majority of students did not feel self-efficacious in the use of personal computers (PC) and online tools. Therefore, as means to get a better understanding of each student’s skill set, an ICT competency test was administered. Students who did not pass this competency test were required to attend digital literacy training. Many students lacked the confidence to even attempt the test and opted to sign up for computer literacy training. About 70 % of the students who participated in the test before training scored below the set score of 80%. The researcher and team, then provided them with Digital Skills for Students training including skill sets for the university’s Learning Management System (LMS). After we trained the students, we again administered the post-test to observe if there were any changes. The post-test showed a significant average increase of 30 % in students’ ICT competency skills. It, therefore, became clear that inasmuch as today’s first-year university students are known as digital natives, they still require the training on digital tools for them to succeed at the university. The results also indicate that these students gained positive attitudes after acquiring digital skills for learning, altering their perceptions of technological knowledge. The usefulness of these digital tools, as well as ease of access, are significant predictors of student’s acceptance and intention to use ICT for learning.Item The use of information and communication technologies (ICTs) to promote critical thinking in a grade ten Life science class(2019) Luo, Mei JuneThis report investigates the use of Information and Communication Technologies (ICTs) to promote and enhance critical thinking in learners in a secondary school in South Africa. The aim is to uncover how a teacher incorporated ICTs in her classroom teaching in order to develop the five intellectual resources within critical thinking, as argued by Bailin (1999). The focus is on how the teacher found a preferable teaching approach to enhance critical thinking through specific ICT tools. Case study findings illustrate how ICTs were incorporated within a grade ten class to promote critical thinking. In order to promote the five intellectual resources of the critical thinking process in line with Bailin (1999), data was analysed qualitatively from class observation, a questionnaire, interview and samples of learners’ tasks. The theoretical focus comprises of constructivism theory, the critical thinking perception of Bailin (1999), and the specific five intellectual resources. The main purpose of the report is to explore how the teacher used ICTs to create a learning environment where learners were encouraged to interact and engage with their peers and teacher. Thus, this report demonstrates the ICT types that the teacher incorporated in her Life Science classroom to stimulate and promote those intellectual resources that learners require for deliberate thinking.Item Exploring ICT pedagogic integration of economics teachers in two Johannesburg schools(2019) Mlotshwa, Handson FingiThis study was designed to investigate how teachers make meaning of the concept of ICT integration and to determine pedagogic value in their practice. This study assumed that teaching and learning are a form of dialogue as conceptualized by Laurillard (1999). The conceptual framework developed also drew on the interactive equivalency theorem (Miyazoe and Anderson, 2010) and the taxanomy of affordances (Conole and Dyke, 2004). Data was collected through both interviews and classroom observations. The interaction equivalency theorem was used to analyze the different interaction modes that happen in the classroom. The study found that learner to teacher interaction was the most common and dominant interaction facilitated by the technology. In learner to learner interaction, ICT use was limited to the projection of group activity. In learner to content interaction ICT was predominantly utilized as a source of content through videos, images and text in slides. The key finding of this research is that the use of ICTs can enhance classroom interaction in teaching FET economics.Item Towards a more holistic understanding of lecturers' perspective of learning management systems at a South African university(2018) Ndobe, Tsakani VioletThe integration of technology into an educational context is advocated by many as a means of preparing students to cope with the current information society, as well as enhance pedagogical practices and knowledge transmission. One way to integrate technology within educational contexts is through Learning Management Systems (LMS). LMS integration approaches include learning material repositories, discussion boards, blogs, messaging, and chat rooms. While many research studies have focused on the role that students play in the successful use of the LMS, use of LMS by lecturers and the potential benefits that may be accrued as a result of making use of the LMS, have not yet been fully explored. The apparent limited use of LMS in Sefako Makgatho Health Sciences University (SMU) in South Africa provided the impetus for this qualitative case study in order to develop an in-depth, holistic understanding of LMS use and non-use by SMU lecturers. Data was collected via semi-structured interviews with SMU lecturers. The Unified Theory of Acceptance and Use of Technology (UTAUT) framework was used as a lens for the data analysis. Findings indicate that SMU lecturers’ decisions to make use or not to make use of the LMS are being influenced by performance benefits (PE) such as communication, assessment, content upload, anytime-anywhere teaching and learning, management of large classes, student management of learning and lecture delivery. In relation to effort (EE), findings suggest that to make use of LMS initial training, continual practice, organisational support, and ease-of-use are essential. Furthermore, social influences (SI) appear to be important with colleagues, the organisation as well as students playing a role in decision around LMS use. Findings for facilitating conditions (FC) indicate that conditions of training need to be improved, organisational support must be more available and the technology infrastructure necessary to use the LMS must be sufficient. Student resistance, lack of refresher courses, extra work required to make effective use of the LMS, non-standardisation of LMS usage, limited infrastructure, and stable internet access were identified as limitations hindering the effective use of LMS.Item Exploring teacher readiness to integrate information and communication technologies into the teaching and learning process: a case study of two Gauteng schools(2017) Naicker, TinikaThe Department of Education (2004) stipulated in the White Paper on e-Education policy document that all teachers (including Gauteng teachers) were to be Information and Communication Technology (ICT) capable by the year 2013. This research study was targeted at exploring how ready the teachers from the researched schools were to integrate ICTs into the teaching and learning process. In exploring teachers’ readiness, the study focused upon four areas, namely teachers’ ICT knowledge (informed by Mishra and Koehler’s (2006) TPACK model), teachers’ ICT attitudes (informed by Parasuraman’s (2000) TRI), the ICT training received, and the role played by school principals in contributing to teachers’ ICT readiness. By exploring these areas information was obtained on how teachers were prepared and whether they were prepared, which gave insight into how ready they were for the ICT integration process. In order to gain the relevant data, ten teachers from two Gauteng schools were interviewed and administered a questionnaire to complete. In addition, the school principal from each school was interviewed. It was found that the majority of the research participants had a positive attitude towards the integration of ICTs into teaching and learning. These teachers also had a good leadership influence, which provided support and conditions that were also essential in facilitating the ICT integration process. However, it was found that the training that majority of the teachers received was not instrumental in providing them with the required ICT knowledge. Consequently, based on these two areas (ICT knowledge and ICT training) serving to be problematic, it is concluded that the teachers at the researched schools were not adequately prepared and thus predominately not ready to integrate ICTs effectively into the teaching and learning process in their schools. The findings of the study, the literature reviewed, and the theoretical foundations central to this study were used to develop a teacher ICT preparation framework. This framework was developed to inform the preparation that teachers receive for the ICT integration process. The framework could contribute to teachers being more ready to integrate ICTs effectively into the teaching and learning process in their schools.Item Developing and validating a new reliable instrument for assessing open distance learning educator's learning management system - TPACK(2017) Luckay, MichelleModern-day open and distance learning (ODL) educators are increasingly being called upon to apply different forms of knowledge to integrate web-based learning management systems (LMSs) effectively for teaching and learning. To test this assumption, this study set out to develop and validate a new reliable instrument for assessing ODL educators’ perceived learning management system technological pedagogical content knowledge (LMS-TPACK). Past empirical studies grounded in Mishra and Koehler’s TPACK framework (2006) were examined to construct the self-report survey. Quantitative data were collected from 332 educators. Descriptive analysis, exploratory factor analysis and internal consistency reliability using Cronbach’s alpha coefficients were computed. The findings reveal key LMS-TPACK constructs that have proven to be both valid and reliable. Six out of the seven subscales used to assess LMS-TPACK were found to be significant, i.e. LMS knowledge (LMS-K), pedagogical knowledge (PK), content knowledge (CK), pedagogical content knowledge (PCK), LMS pedagogical knowledge (LMS-PK) and LMS-TPACK, while LMS-CK failed to emerge in the factor structure. Several possible reasons are proposed for the lack or absence of LMS-CK. The resulting Cronbach’s alpha coefficients for the different constructs as well as the overall instrument scale provide compelling evidence for stable internal consistency reliability. Alpha for the entire LMS-TPACK survey was found to be excellent (α = .931). Recommendations are made for improvements to the instrument and directions for future research are highlighted.Item The impact of access to educational technology and educator’s attitudes towards educational technology on the use and integration of educational technology in South African schools.(2017) Daya, AvikaEducational Technology (ET) is fast becoming a part of South African classrooms. Educators play a major role in the effective and successful integration of this technology within the classroom. This study explores the relationship between educators’ level of access to ET, their attitudes towards ET and their use of ET for various teaching related purposes. The factors of perceived competence, cultural relevance and perceived usefulness are also explored. Roger’s Diffusion of Innovations Theory and Ajzen and Fishbein’s Theory of Reasoned Action and Theory of Planned Behaviour were used as the theoretical framework for this study. A convenience sample of 119 educators from various schools in Gauteng (both public and private) completed a questionnaire consisting of a demographics section, the Attitudes towards Computer Scale (ACTS) and the Information and Communication Technology Survey. Results were analyzed using descriptive statistics and multiple regressions. The study found that while educator’s attitudes towards ET are positive, levels of use and integration of more complex ET items are still low. Varying levels of access were recorded for different ET items at home and at school. Both, perceived usefulness and levels of access were found to be the most significant predictors of educators ET use and integration. These results are in keepings with both Roger’s Diffusion of Innovations Theory and Ajzen and Fishbein’s Theory of Reasoned Action and Theory of Planned Behaviour as attitudes were shown to predict use and integration of ET. This research has potential to contribute to teaching policy, practice and research in South African schoolsItem The development of digital competence in first year pre-service teachers(2017) Muller, Claudette AnnThis thesis reports on the first year pre-service teaching students’ development of digital competence at a South African university in 2013 and 2014. The aim of the study was to investigate the students’ levels of digital competence as they commenced their first year of study. I also examined the barriers and enablers, as identified in the literature, and their impact on the students’ successful engagement with Information and Communication Technologies (ICTs). In addition to this, the possible influence of computer attitude and a belief in one’s own ability (self-efficacy) supplement the research findings in this area. I present quantitative and qualitative data that explore the students’ digital competence levels and their understanding of what it means to be digitally literate. A definition particular to this group of students is proposed. In their definition of digital competence, the majority of the first year pre-service teaching students perceived digital competence to be a functional skill. This is the ability to operate digital devices and their relevant applications in the quest to learn and become self-reliant. This definition is aligned to Covello’s (2010) description of an understanding of how to use computers and application software for practical purposes. This ability to functionally operate various devices (FutureLab, 2010), the ability to use computers and other technology to improve learning, productivity and performance (JISC and Mc Hardy, 2013), links to one part of Ferrari’s (2012) digital competence definition as the knowledge, skills, attitudes, values and awareness required when using ICTs and digital media. After completing a baseline digital competence test as they entered the HEI, I found that 43% of the first year pre-service teaching students failed the test. I identified three main factors that impacted negatively on a first year pre-service teaching student’s engagement with ICTs and ultimate development of digital competence. These include inexperience with ICTs, access and user-unfriendliness of software. Four main enablers to the effective use of ICTs include previous experience using ICTs, previous and current access to ICTs, userfriendliness of software, and finally, support in the form of support material or people. Using quantitative findings obtained from the completion of the Loyd and Gressard Computer Attitude Scale (CAS), I ascertained the students’ computer attitudes. Through the application of the Murphy’s (1989) Digital Self-Efficacy test, the current levels of the students’ digital self-efficacy (DSE), or beliefs in their own abilities, were established. I found no correlation between computer attitude and a student’s digital competence. The majority of students who failed the baseline test had a positive computer attitude. I also found the majority of students surveyed had a strong or very strong belief in their own ability. The majority of the students who passed the test had a very strong DSE and the majority of students who failed had an average to strong DSE. Students who passed the test tended to have higher DSE levels than students who failed the baseline test. A strong belief in one’s own ability was found to be a strong determiner in learning to become digitally competent. A unique application of Actor Network Theory was employed in the data analysis. The analysis methodology was informed by an adaption of Barab, Hay and Yamagata-Lynch’s (2001) node components. The use of Actor Network Theory as an analytical lens in the data analysis, confirmed the importance of zooming in on and unpacking a student’s network of learning to better understand the hidden processes at work. Through an analysis of six students’ networks of learning, I found that each student’s learning network was unique. Using actor network theory to scaffold my analysis it became apparent the differences in the students’ learning networks told a more important story than the few commonalities. The only commonalities evident between the six students in the moment I unpacked each learning network were that they were both initiators and participant in their networks. They interacted with digital devices and were not first time ICT users. These commonalities seem quite immaterial when compared to a minimum of 16 differences. A few of the identified differences include the digital resources the students relied on, their computer attitudes, levels of digital self-efficacy and their baseline test results. My study contributes to knowledge in four ways. Firstly, I establish the digital competence skills of first year pre-service teaching students. Secondly, I identify the barriers first year pre-service students encountered when using ICTs. Thirdly, I look at the possible impact of computer attitude and digital self-efficacy on the development of digital competence. Finally, I detail the networks of learning to be digitally competent. Through this expansion of students’ networks of learning, the connections between the various nodes and actants at work become apparent. This gives readers insight into what nodes are at play within these networks and what the pre-service teaching students identify as significant in their learning. In this study, I confirm the necessity for a first year digital competence or ICT course. My study shows that the students entered the HEI with low levels of digital competence and encounter multiple barriers when accessing ICTs. While literature suggests computer attitude impacts on the development of digital competence, in the reality of my study, I found digital self-efficacy to have a higher statistical correlation with digital success. Studies such as mine provide detailed descriptions and analyses of the practice of coming to be digitally competent. The identification of, and investigation into the possible factors impacting on a pre-service teaching student’s development of digital competence better assists Higher Education Institutions and course designers alleviate possible barriers, while increasing enablers.Item The development of critical thinking skills through the evaluation of internet materials(2017) Barnett, DavidThe internet supplies a continuous stream of information to our students. The information gleaned from the internet is ever-changing and scanty and researchers have used the term “paucity” to describe internet information. It is difficult to trust this information and value it as knowledge. The need for developing Critical Thinking and its application is advanced both internationally and in South Africa .This study, investigated the development of specific critical thinking skills for the purpose of evaluating internet materials for trustworthiness. Within this study a series of lessons were designed to develop Critical Thinking skills amongst a group of Grade 11 students at a private high school in South Africa. Once these skills were acquired the students were able to make a comparison between different internet materials and they made a well-reasoned argument about the credibility of these materials. The key skills were taught through the use of a Learning Management System (LMS). The LMS was used as a medium for isolating selected internet materials and to develop a pathway of learning. Several educational theories, models and philosophies were investigated as they were layered into the fabric of this research report. Critical thinking skills were developed through a blended approach. Although a LMS was used as a primary medium of the Critical Thinking process the teacher was the key agent for its facilitation. The research premise was based on deductive reasoning and presumed that it was necessary to use Critical Thinking to search internet material for trustworthiness. The design made use of a case study as the preferred method to investigate the premise. An inductive approach was then implemented to interpret the data obtained from the evaluation of internet materials. Pre and post tests and scales were instituted and a comparison was made of the students’ confidence and ability to evaluate internet materials using specific critical thinking skills. When comparisons were made of both qualitative and quantitative results there was evidence that there was an enhancement and effective application of the specific critical thinking skills brought about through this intervention.Item Key determinants of M-learning adoption for optimal professional development in the workplace in South Africa(2017) Shapiro, TheresaProfessionals often find it difficult to find time to attend training. Still in its infancy in South Africa, mobile learning (m-learning) – learning using a web-enabled mobile electronic device such as a cell phone or tablet – holds promise as a platform to deliver relatively convenient and inexpensive learning programmes. This intensive study sought to identify the factors key to m-learning adoption for professional development and how they affected m-learning in a South African context. Accountancy practitioners and business school students were invited to participate in this study, and human resource directors were interviewed to gauge their responses to similar questions from a corporate point of view. The constructs of Ally and Gardiner’s Hybrid Smart Mobile Device Acceptance Model (2012), which explored the moderating influence of device characteristics and usage on acceptance of smart mobile devices, was adapted to form the framework for the study. Two dimensions were added to the constructs of perceived usefulness and perceived ease of use (relevance and tool sets) to explore what aided construction of meaning. The four top factors – relevance, enjoyability, the perception of being in control, and motivation, each bore a signifant relationship to the other, along with a sense of security, organisational beliefs, and others’ beliefs. A third dimension – willpower, added to explore hedonic motivation, brought to light issues that sapped willpower, rather than supported it. Participants expressed a marked preference for independent rather than social learning. While a sturdy framework for m-learning construction emerged from this study, the findings are not generalisable.