The ability of newly qualified teachers to integrate technology into their pedagogical practice

Thesis (DEd (Education))--Cape Peninsula University of Technology, 2018.Growing numbers of urban and rural South African classrooms are now occupied by learners accustomed to, or could easily learn how to use technology that they have been described as ‘digital natives’. In order to design lessons that facilitate knowledge acquisition in a way that is familiar and relevant to these digital natives in the 21st century classroom, teachers have to integrate technology into their daily practice. In response to this situation, the National Department of Higher Education (NDoHE) has drafted an e-Education policy to inform schools about the use of technology for innovative teaching and enhanced learning. Provincial education departments are expected to drive this policy. In the context of the historically entrenched socio-economic inequalities in South African schools, the use of technology could be a key instrument in closing the gap between privileged and underprivileged communities. Currently the Western Cape Education Department is involved in many initiatives to make technology more available and accessible. Although some public schools in the Western Cape have been provided with various forms of technology for teachers to use in their teaching, much more needs to be done to encourage newly qualified teachers (NQTs) to adopt, adapt and use technology effectively in the classroom. This study aims to answer the key research question: What factors influence NQTs’ ability to integrate technology into their pedagogical practice? In order to explore these factors, concepts from the TPACK and UTAUT2 models, which constitute the conceptual framework of the study, were used to collect, analyse and interpret data. From a review of the relevant literature, it emerged that although the factors that influence NQTs’ ability to integrate technology into their pedagogy have been extensively investigated internationally, few studies have been conducted in South Africa as a whole, and even fewer in the Western Cape; which makes this a pioneering local study. Because of the importance of technology in the 21st century classroom, factors that influence teachers’ use of technology need constantly to be monitored in order for school leaders to formulate programmes to encourage more teachers to integrate technology into their lessons effectively

Teaching higher-order comprehension strategies to a Grade 2 learner who struggled to read for meaning: A case study

Higher-order comprehension skills are necessary to understand a text, yet many South African learners have not been taught these skills. The aim of this study is to explicitly teach higher-order reading comprehension strategies to a Grade 2 learner who could not read for meaning. This study is based upon Vygotsky’s Social Constructivist theory. Data were collected through pre- and post-tests, an intervention programme, interviews and classroom observations. The findings suggest that the learner acquired higher order thinking skills after being taught reading comprehension strategies. The teacher guided, paced and modelled the learner’s reading progress, creating a safe learning environment. The results suggest that teaching higher-order comprehension strategies and creating safe learning environments had an impact on developing the Grade 2 learner’s higher-order thinking skills

The impact of non-academic incidences on instructional time: A study of teachers teaching: English first additional language (EFAL)

Thesis submitted in fulfilment of the requirements for the degree Master’s in Education (MEd) in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology, 2012Most learners whose home language is not English encounter mounting challenges when learning English as an additional language in schools. Navigating the learning discourses of such learners’ impact on instructional time. Efficient utilization of instructional time is crucial, as it is the time teachers spend teaching knowledge, concepts, and skills pertaining to school subjects. However, studies have shown that the amount of instructional time is diminished by interruptive activities, herein referred to as non-academic incidences. Non-academic incidences tend to obstruct the efficient enactment of lessons. The thesis investigated the extent to which non-academic incidences impact on instructional time during the teaching of English First Additional Language (EFAL), as well as explored how teachers addressed challenges emanating from non-academic incidences. The study utilized qualitative research approaches comprising of classroom observations and a focus group interview. The participants consisted of in-service teachers teaching in under-resourced schools and also enrolled in the Advanced Certificate in Education course at a university in Cape Town. The research identified some of the critical non-academic incidences pertaining specifically to EFAL, including inappropriate use of pedagogic strategies, poor use of code switching and unsuitable teaching exemplars. Other factors consist of the negative attitudes of both teachers and learners towards other learners who are less proficient in English language and possess poor linguistic ability. In addition, non-subject specific non-academic incidences identified included unpreparedness of teachers, teachers’ digression from core lesson, discipline problems in the classroom, lack of school management capability to protect instructional time, lack of EFAL teaching and learning resources, overcrowding, and impact of socio-economic status of learners. This research argues that to reduce non-academic incidences and maximize instructional time requires collaborative efforts from all stakeholders to develop formalized policy guidelines. Educators need training and support to create the uninterrupted atmosphere suitable for learning. Furthermore, educators need to be encouraged to willingly implement tailor-made initiatives to address specific challenges and learners must be motivated to develop a positive attitude towards EFAL. Educators should be provided with teaching aids and specialised learning resources. Even though increasing instructional time is advocated, the cost implication and utilization must be considered. The study could guide educational stakeholders to formulate appropriate policies to enhance efficient utilization of instructional time and also provide insights into the debilitating effects of non-academic incidences on teaching/learning environments

SOUTH AFRICA INTERNATIONAL CONFERENCE ON EDUCATIONAL TECHNOLOGIES, 24 – 26 APRIL 2016, Manhattan Hotel Pretoria, South Africa, “Empowering the 21st Century Learner” Proceedings

South Africa International Conference on Educational Technologies, 24 – 26 APRIL 2016, Manhattan Hotel Pretoria, South Africa, “Empowering the 21st Century Learner” ProceedingsThe aim of this study is to ascertain factors that influenced teachers’ adoption and use of technology for teaching. The significance of the study is that school stakeholders will be able to determine which factors are significant to encourage more in-service teachers to adopt and perhaps use technology as a pedagogical tool. Davis’ (1989) Technological Acceptance Model (TAM) was adopted as a theoretical framework for this study. According to Davis, users would accept a technology if it is perceived to be both useful and easy to use. The model was adopted and modified to explain why teachers in this study have adopted and perhaps using technology as a pedagogical tool. This is a qualitative study in which ten teachers were interviewed. Data was analysed inductively and deductively and the result showed that the most significant internal factor that influenced teachers to use technology was the benefits of technology for teaching and learning and external factors were availability and accessibility of technology in schools. The finding has provided significant data for school stakeholders who want to encourage more teachers to adopt and use technology as a pedagogical tool

Using digital stories to explore four final-year students' colliding worldviews and how this impacted their classroom pedagogy

As contexts in schools and higher education become increasingly more diverse, engagement with human differences and different knowledges becomes essential. Institutions need to change their practices to respond to the different needs of learners, as well as valuing their knowledges and prospective teachers need to better equipped for these experiences. Hence, the purpose of this paper is to explore the intersectionality of four final-year students colliding worldviews within a digital story project and how, this experience supported, or not, their own classroom pedagogies. Through the use of the pedagogy of discomfort, we argue that this intentionally initiated module of using digital storytelling influenced these four learners to confront their colliding worldviews, identify their strengths and challenges. They all reflected on how this process had encouraged them to become more self-reflective thinkers in their own lives, those of their peers and their learners

Digital storytelling: student vulnerability during the process and its impact on teaching and learning one year later

Digital storytelling (DST) is described as 'the modem expression of the ancient art of storytelling' with one of its categories focusing on personal narratives in which authors tell their own personal stories about significant experiences in their lives. The imperative to tap into our students' social-emotional learning through DST and creating a trauma-sensitive school culture is at the forefront of pedagogical conversations today. The DST process allowed pre-service teachers to take risks, risks of self-disclosure, risks of change, risks of not knowing, all of which rendered them vulnerable, resulting in deepened learning. The findings indicate that the process motivated newly qualified teachers to reflect on their own development, their practice and student learning through the lens of human connections, lived curriculum, self-reflection. They learnt the true value of social interaction and student engagement

Digital storytelling as a tool for teaching: Perceptions of pre-service teachers

It has been shown that teachers are reluctant to use technology despite the South African (SA) government’s huge expenditure on technological equipment. This might be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes as well as being ill-equipped to integrate technology into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to gain insight into the potential benefits of DST for teaching and learning and to determine factors that may prevent pre-service teachers’ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that preservice teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote voice/self-expression, and (iii) promote collaborative learning and acquisition of multiple skills. Pre-service teachers are of the opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also, the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content

Digital storytelling as a tool for teaching: Perceptions of pre-service teachers

It has been shown that teachers are reluctant to use technology despite the South African (SA) government’s huge expenditure on technological equipment. This might be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes as well as being ill-equipped to integrate technology into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to gain insight into the potential benefits of DST for teaching and learning and to determine factors that may prevent pre-service teachers’ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre- service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote voice/self-expression, and (iii) promote collaborative learning and acquisition of multiple skills. Pre-service teachers are of the opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also, the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content

Pre-Service Teachers’ Acquisition of Technology Skills in a Digital Storytelling Project

Society for Information Technology & Teacher Education International Conference, Mar 21, 2016 in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VAPre-service teachers’ e-skills are important for instruction in the 21st century digital classrooms. One hundred final year pre-service teachers participated in a digital story telling project. Ten student facilitators were appointed and trained to assist throughout the digital story telling video production project. The facilitators used Microsoft Photo Story 3 to demonstrate how to put together a digital story into a video-recorded story. The pre-service teachers worked individually to produce their own digital story which they showcased on “Show day”. A qualitative methodology was used to interpret pre-service teachers’ technology skills acquisition for the project. Fifteen participants were randomly picked for a focus group discussion. The pre-service teachers said the video making process easy, as they were assisted by peers and family. The study urges teacher training institutions to innovate digital literacy skills to prepare pre-service teachers for the 21st century learners