4. Electronic Theses and Dissertations (ETDs) - Faculties submissions
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Item 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.Item 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 SithabileThis 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.Item Teacher Experiences of Using Digital Technology to Support Reading Development in Grade 1 Learning Contexts(University of the Witwatersrand, Johannesburg, 2024) Dadabhai, Qudsiyyah; Martin, C. D.The 2021 Progress in International Reading Literacy Study (PIRLS) revealed a literacy crisis in South Africa, with 81% of Grade 4 learners unable to read for meaning in any of the nine official languages. Research suggests that the perceptive use of digital technology can enhance reading proficiency. This qualitative study examined teachers' experiences of using digital technology to support reading development in Grade 1 classrooms in South Africa. Using the TPACK framework, semi-structured interviews and classroom observations were conducted with four Grade 1 teachers in Johannesburg. Findings revealed that teachers' technological knowledge varied significantly, influencing their integration of digital technology into reading lessons. Several factors inhibited teachers' use of digital technology, including varying levels of technical expertise, inconsistent stakeholder support, classroom management challenges, difficulties in balancing books and screens, and the emotional labour associated with using technology to support reading development. While digital technology shows potential for improving reading comprehension and fluency, its effective implementation is hindered by contextual limitations and the need for specialised teacher training. The lack of support from schools, parents, peers, and other relevant stakeholders prompted teachers to exercise agency in integrating digital technology into reading instruction, albeit with difficulties. The study highlights the importance of formal training to effectively incorporate digital technology into Grade 1 reading spaces. Additionally, it emphasises the need for comprehensive support from all stakeholders to facilitate the integration of digital technology into classroom lessons, ultimately aiming to improve reading proficiency in Grade 1.