Masters Degrees (School of Higher Education Studies)
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Browsing Masters Degrees (School of Higher Education Studies) by Advisor "Jita, T."
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Item Open Access Grade 1 teachers’ knowledge and use of Information and Communication Technology in selected North-West former Model-C schools(University of the Free State, 2024) Letsapa, Moses; Jita, T.Information and Communication Technology (ICT) has the potential to offer positive opportunities for transforming the education sector. Research has acknowledged the use of ICT in institutions of higher learning and in secondary schools where it has contributed to the improvement of students and learners’ learning skills. Recently, many authors are convinced that ICT in Early Childhood Education (ECE) provides multiple possibilities for young children, improving their learning experiences. Therefore, the current study, conducted in selected North West former Model-C schools, explored teachers' knowledge of the use of ICT in Grade 1 classrooms. For this purpose, three former Model-C primary schools were purposively selected as research sites for this study. Participants, from each of the three different primary schools selected, were Grade 1 teachers with five or more years of experience. The study employed the qualitative method using interviews, document analysis and observation of lessons. Three Grade 1 teachers were interviewed using semi-structured interviews. Following the interviews, lesson plans and Annual Teaching Plans (ATPs) were requested from teachers to further explore their knowledge of how to integrate ICT in the classroom. Grade 1 classroom observations were conducted as the last phase of data generation in each of the three schools. The data generated from interviews, document analysis and observations were combined and analysed thematically through individual and combinatory analysis procedures. The Cognitive Theory of Multimedia Learning (CTML) was adopted as the theoretical lens which directed the study. From the study, three main findings were revealed. The first finding revealed that former Model-C schools did not provide Grade 1 teachers with ICT tools for integration in classrooms. Teachers used their own ICT tools such as smartphones, Bluetooth speakers and laptops. Secondly, teachers only used ICT tools for their class presentations. Finally, Grade 1 teachers in former Model-C schools have limited knowledge on the use of ICT in teaching and learning. This is because of the lack formal training regarding the use of ICT and are dependent on their self-taught knowledge. The study recommends that the Department of Basic Education (DBE) should capacitate teachers with ICT knowledge through training and continuous workshops. Furthermore, the DBE should also provide teachers with relevant ICT tools to use in their classrooms, following the training and workshops. It is, therefore, the responsibility of the Provincial Departments to support their teachers through continuous ICT trainings and workshops. It is recommended that policy makers ensure that the e-education and school-based ICT policies are made available to teachers and that they are fully implemented. The Curriculum and Assessment Policy Statement (CAPS) should be revised to include specific guidelines on how teachers can integrate ICT into various subjects.Item Open Access Students’ perspective on a Blackboard Collaborate virtual learning experience in a higher education rural campus(University of the Free State, 2024) Motaung, Dinkeng Nicolette; Jita, T.Recently, technology has holistically been accepted as an element that plays a major role in the function of a normal daily life globally, in particular within the higher education sector. The outbreak of Corona virus required students to utilise technology to learn in their various programs. Remote learning was instigated on this rural higher education campus through the integration of Blackboard Collaborate as one of the tools embedded within Blackboard. This study aims to explore students’ perspectives of a Blackboard Collaborate Virtual Learning Experiences in a higher education rural campus in the Eastern Free State province, South Africa. The incorporated theoretical framework to explore students’ perspectives on the use of Blackboard Collaborate as a mode of content delivery is the Technology Acceptance Model (TAM). TAM has been identified as one of the most globally used models to describe the users’ acceptance and use of technology with its factors named perceived usefulness (PU) and perceived ease of use (PEOU) of technology. These factors assist in analysing students’ intention and motivation in using Blackboard Collaborate to learn. A qualitative research approach was designed with non-probability purposive sample selection of 8 students, two from each of the four faculties at the campus understudy. Participants were interviewed regarding their perspectives of learning virtually through Blackboard Collaborate. Furthermore, students from a compulsory first year module were also observed to see how they engage with various functions on this platform. The thematic analysis approach on ATLAS.ti 22 was used to analyse data and develop themes to create a generalized data regarding the students’ perspectives on the integration of Blackboard Collaborate Virtual learning in teaching and learning. The result from the interviews provides a logical qualitative database indicating that the majority of students on this rural campus mainly faced technical and financial issues during the virtual learning period. The results discovered during the observation concluded that the majority of students did not use the Blackboard Collaborate at the exposal for effective virtual learning. The challenges faced hindered them to learn to their fullest potential on this platform. This campus was also a cornerstone to its students as institutional support was highlighted during that disruptive time. Furthermore, it is also noted that students and facilitators need continuous training on how to effectively utilise the functions of the system and also how to fully engage students online. In addition, it is highly recommended for the institution to ensure that any apps provided to students is tested beforehand and that students must be supported financial so that they spend more time on learning than dealing with basic socio-economic challenges.