Wits School of Education (ETDs)

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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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    Transforming Education through the implementation of ICT pedagogical integration: A case of ICT and Non- ICT schools in South Africa
    (University of the Witwatersrand, Johannesburg, 2024) Seegobin, Tarishma; Dewa, Alton; Ndlovu, Nokulunga Sithabile
    This study investigates the complexities of integrating Information and Communication Technologies (ICTs) into educational practices within Johannesburg, Gauteng province, South Africa. Despite national aspirations outlined in the ICT in Education policy, the White Paper on e- Education (2004), there are challenges that hinder the effective integration of ICTs in classrooms. This results in the exacerbation of the digital divide due to the uneven policy implementation across schools. This qualitative research aims to identify essential components and principles for successful ICT integration in diverse educational settings. It is a case study that sought to understand the socially constructed nature of ICT integration within specific school contexts to understand how the implementation of ICT pedagogical integration unfolds in South African schools. It is thus guided by Collis and van der Wende's model (2002). Four purposefully selected public primary schools, encompassing both those with adequate ICTs (provided by government) and those with inadequate resources (basic ICTs procured by the schools) participated in this study. The schools are situated in both township and suburban areas. Semi-structured interviews were conducted with 16 participants (four from each school), including principals and educators teaching across all phases, viz Foundation, Intermediate and Senior. The findings reveal several critical factors influencing ICT integration. Policy ambiguity emerges as a major obstacle. Inadequate awareness and inconsistent interpretations of the policy seem to hinder implementation efforts. Furthermore, educator preparedness is compromised by insufficient ICT knowledge, skills, and training, limiting their ability to effectively integrate technology into their teaching practices. Resource paucity, encompassing infrastructure limitations, inadequate technical support, and financial constraints, further impede ICT adoption Leadership style significantly influences the level of ICT integration within an organization. Younger leaders often demonstrate a greater willingness to adopt and implement ICT compared to their more experienced counterparts. Finally, the absence of robust monitoring and evaluation mechanisms undermines sustained support for ICT initiatives. To address these challenges and unlock ICT's potential for educational transformation, the study recommends a multifaceted approach . Revisions to policies for clarity and consistency are crucial. Strategic resource allocation, targeted at professional development programs, enhanced communication channels, and fostering leadership support are essential. Stakeholder collaboration is vital to ensure a holistic approach. Furthermore, the study proposes the development of a versatile vi ICT framework (RISE) specifically tailored to the South African context, aiming to foster inclusive learning environments and bridge the digital divide within educational institutions.
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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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    Investigating the impact of ICT Professional Development of Six South African Primary School Teacher’s Innovation in Curriculum Delivery
    (University of the Witwatersrand, Johannesburg, 2024) Maeane, Matjema Caroline; Ndlovu, Nokulunga
    Despite ministerial efforts to advance education standards through the development of ICT policies aimed at encouraging and guiding ICT integration in teaching, teachers in various South African schools still lack the necessary digital skills and proficiencies to deliver the curriculum innovatively using ICTs. This lack of skill is often attributed to the ineffectiveness of previous ICT-Teacher Professional Development (TPD) training programmes, which failed to produce the desired outcomes of ICT innovation among teachers. In response to this challenge, this study investigated the effectiveness of a newly developed ICT-TPD programme, which was informed by a combination of key theories: Rogers’ Diffusion of Innovation Theory, Constructivism Learning Theory, Self Determination Theory (SDT), and Community of Practice (CoP) Theory. These theories guided the facilitation process of the Professional Development (PD) training programme. The study focused on assessing the ICT innovation levels of six teachers from a primary school in urban Johannesburg, South Africa, by surveying their innovation levels before and after the ICT-TPD intervention. To support the content delivery and the development of teachers’ ICT competencies, the TPD programme further employed the Gradual Release of Responsibility Model (GRRM) and the Concerns-Based Adoption Model (CBAM). For a more comprehensive understanding of the dataset and its implications, mixed-methods were employed to triangulate the quantitative and qualitative data collection and analysis procedures derived from this study. Questionnaires, interviews, and a criterion assessment rubric were used to gather data from participants. This was followed by a mixed-methods sequential explanatory design used to collect and analyse data that was both qualitative and quantitative. A non-probability purposeful sampling technique was further employed to identify participants who could offer rich, pertinent, and varied information on their experiences and opinions regarding the ICT training curriculum. Additionally, a theme analysis was used to identify, assess, and report on patterns in the qualitative data (Braun & Clarke, 2006). Finally, the quantitative data was analysed using exploratory statistical approaches to find underlying patterns and relationships within the dataset. The results from the study concluded that the ICT-TPD had a desired impact, to promote innovative pedagogical practices through the integration of ICTs, as well as resulted in the improvement of teachers’ overall innovation levels. The sampled primary school teachers displayed resilience and dedication in engaging with the ICT-TPD programme for the benefit of their professional development, despite facing challenges such as resource and time constraints. According to the study, including its results and related theory, however, it is recommended that while there is evidence of achieving positive results from the ICT-TPD intervention, the long-term effective ICT integration for innovative pedagogical practice necessitates a more continuous professional growth approach through similar interventions, collaborative learning, and alignment with educational goals. Lastly, the study further emphasises the importance of recognising primary school teachers’ intrinsic and extrinsic motivations and addressing the related challenges through targeted support to enhance the effectiveness and sustainability of the ICT-TPD programmes, which ultimately benefits the primary school students’ learning experiences and eventual innovative outcomes.