Technological pedagogical content knowledge in South African mathematics classrooms: A secondary analysis of SITES 2006 data

This article reports on a secondary data analysis conducted on the South African mathematics teachers’ dataset of the Second Information Technology in Education Study (SITES 2006). The sample consisted of a stratified sample of 640 mathematics teachers from 504 randomly selected computer-using and non–computer-using schools that completed the SITES 2006 teachers’ questionnaire, which investigated their pedagogical use of Information Communication Technology (ICT). The purpose of the current investigation was to investigate the level of Technological Pedagogical Content Knowledge (TPACK) of mathematics teachers, and how TPACK attributes contribute towards more effective Grade 8 mathematics teaching in South African schools, using the TPACK conceptual framework. The findings are presented according to the three clusters identified through the association between the main variables of the TPACK model and other variables on the SITES 2006 teachers’ questionnaire: (1) impact of ICT use, (2) teacher practices and (3) barriers. A Cramér V of between 0.3 and 0.4 was considered to signal a medium effect that tended towards practically significant association, and a Cramér V of 0.4 or larger was considered to signal a large effect with practically significant association. The results indicate that the TPACK of mathematics teachers contributes towards more effective Grade 8 mathematics teaching in South African schools

Identifying elements of social identity development for mathematics teachers in the Western Cape, South Africa for professional online engagement

This paper reports on the analyses of a custom-made questionnaire distributed to systematic random selected teachers in 179 schools in the Western Cape Province, South Africa. The purpose of the analysis was to enquire what Mathematics in the Western Cape Education Department regard as essential elements to develop their social professional identity for online professional engagement. The Statistical Consultation Services of the North-West University conducted a principal axis factor analysis to validate the correlation coefficient between the factors of the questionnaire and cluster the factors into eleven essential elements. A Cronbach Alpha of 0.7 for most of the factors validated the reliability of the extracted factors. Engelström’s Third Generation Activity Theory Model conceptualized the factors. Mathematics teachers regard the provision of resources, access to personal and virtual learning environments and adequate professional development models and framework as components for the transformations of the social professional identity for professional online engagement.https://www.learntechlib.org/p/14750

Internet banking service quality in South–Africa: a qualitative analysis of consumer perceptions

Advancements in technology-based systems has resulted in banks using service delivery channels such as internet banking and Automated Teller Machines (ATMs) to interact with customers. To ensure a competitive edge in the marketplace banks' knowledge of the determinants of internet banking service quality is essential. The purpose of this study was, therefore, to investigate consumer views and concerns regarding internet banking services in South Africa. A qualitative research approach using a focus group and in-depth interviews were conducted to collect data from South African consumers of internet banking services. The Atlas.ti software was used in the content analysis of the interview transcripts. Four themes, namely internet banking service quality, customer value, customer satisfaction and customer loyalty, were identified as important facets of internet banking services that could improve the overall internet banking service quality at a consumer level

The development, validation and standardisation of a questionnaire for ICT proffessional development of Mathematics teachers

This article reports on the development of a custom-made questionnaire. The questionnaire was developed with the aim to compile guidelines for the professional development (PD) of mathematics teachers for the pedagogical use of information and communication technology (ICT) integration in teaching and learning. During the standardisation and validation of the questionnaire it was distributed to 179 schools and 300 teachers in eight educational management districts in the Western Cape, South Africa. The extracted factors had a reliability level higher than 0.8, which indicates the items in the questionnaire are significant to address the research problem and the questionnaire is valid for ICT PD