Doctoral Degrees (School of Mathematics, Natural Sciences and Technology Education)

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Browsing Doctoral Degrees (School of Mathematics, Natural Sciences and Technology Education) by Author "Jita, Thuthukile"

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    Integrating Information and Communication Technologies into the teaching and learning of science in Lesotho
    (University of the Free State, 2023) Taolane, Bonnqe ‘Mamolibeli; Jita, Thuthukile; Jita, Loyiso
    Information and communication technology (ICT) integration in Basic education has been regarded a struggle in some countries, even though the value of technology in education is globally appreciated. Scholars recognised the underutilisation of ICT and many schools in developing countries either have no ICT infrastructure or conditions do not match those where training on ICT integration was held, Lesotho included. This qualitative multiple case study investigated how teachers use ICT in science, currently referred to as Science and Technology at Basic Education in Lesotho, from the interpretive perspective. Three purposively selected Grade 6 - 7 teachers were studied through the Technological Pedagogical Content Knowledge (TPACK) theory, supported with the High Possibility Classroom (HPC) model with their principals engaged in exit interviews. The study reveals the discourses that inform teachers’ ICT integration practices in Lesotho and document classroom practices of ICT integration into the teaching of science and technology in the reviewed curriculum. Lastly, it accounts for the way teachers integrate ICT into teaching of science in Lesotho. Findings from content analysis of interviews, classroom observations and policy framework revealed some interesting factors that contribute to the way teachers integrate ICT in Lesotho. Specifically, the study highlights the status of teachers’ exposure to productive discourses motivating ICT integration. It further reveals the selected teachers’ patterns of classroom practices of ICT integration, incorporating assessment of learners’ 21st-century skills and how contextual constraints to ICT integration were confronted. The study highlights pointers of ICT integration in the Policy frameworks and gaps in Curriculum and Assessment Policy, 2009 and the Science and Technology curriculum for Grade 7. The study recommends Continuous Professional Development for teachers to strengthen their ICT competences and pedagogy; teachers taking responsibility for improving their careers to fit into the global world; support for experienced ICT-integrating teachers to become model teachers for ICT pedagogy and developing Communities of Practice on ICT integration. The study proposed the model for effective ICT integration in primary schools that could inform the education system, curriculum developers, teachers and policy makers especially, of ICT policy for education in Lesotho currently at draft stage. The study further suggests direction for future studies.
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    Perceptions and experiences of life sciences teachers on the integration of a virtual laboratory for rural teaching
    (University of the Free State, 2023) Shambare, Brian; Jita, Thuthukile
    In line with South Africa’s National Development Plan Agenda 2030, the current educational objective is to provide technology to schools. However, effective integration of these technologies in teaching hinges on teachers’ acceptance to use them. Therefore, it is imperative to investigate issues of technology acceptance, particularly teachers’ perceptions and experiences, before introducing such technologies. Neglecting this step risks the technology tools being underutilised or abandoned once deployed in schools, especially innovative ones like Virtual Lab. This study investigated Life Sciences teachers’ perceptions and experiences regarding integrating Virtual Lab for rural teaching. The Technology Acceptance Model (TAM) (Davis, 1989) and the Technological Pedagogical Content Knowledge framework (TPACK) (Koehler & Mishra, 2006) guided this research. The study used a sequential explanatory mixed-methods approach with two phases: a quantitative survey involving 200 Life Science teachers in Eastern Cape province and qualitative interviews with four teachers from rural secondary schools in the Joe Gqabi District. Findings were analysed using descriptive and inferential statistics in Phase One and thematic analysis in Phase Two, and the integrated results matrix facilitated meta-inferences. The study found that Life Sciences teachers perceive integrating Virtual Labs into teaching positively, primarily driven by its ease of use and usefulness. Notably, they emphasise the benefits over the ease of use, indicating a solid understanding of Virtual Lab’s potential advantages. Furthermore, teachers with higher technological pedagogical content knowledge hold more positive perceptions of Virtual Lab. Interestingly, this study found that perceived usefulness and technological knowledge significantly influence teachers’ intention to use Virtual Lab. This finding affirms that combining TAM and TPACK theories can offer a comprehensive framework for analysing teacher perceptions and acceptance of novel technologies in rural schools. However, challenges exist. Many teachers lack the knowledge to use Virtual Lab effectively. Limited electricity supply, insufficient school support, and a lack of professional development hinder Virtual Lab adoption. To overcome these, the study recommends tailored professional development and school support. Looking ahead, future research should shift its focus towards exploring learners’ perceptions and experiences regarding the integration of Virtual Lab to gain a holistic understanding of its uptake in education.