Integrating Geography teaching and learning using Information and Communication Technology
| dc.contributor.advisor | Moreeng, B. | |
| dc.contributor.advisor | Mosia, M. M. | |
| dc.contributor.author | Felix, Alan Alistair | |
| dc.date.accessioned | 2022-01-27T10:57:14Z | |
| dc.date.available | 2022-01-27T10:57:14Z | |
| dc.date.issued | 2021-02 | |
| dc.description.abstract | Since the evolution of computers and the internet, there have been continuous attempts to increase the use of ICT's in the teaching and learning environment because ICT is seen as a tool for spreading quality in education. Educational technology's primary goal as applied to pedagogical contexts, is to facilitate the teaching and learning process; moving away from a teacher-centered approach to a more learner-centered approach. Reports have shown that teachers are not adequately skilled to achieve the benefits of using ICT to improve education and instruction of Geography in the Intermediate Phase (Grade 4 to 6). The pedagogical aspects of ICT integration, knowledge regarding the application of ICT skills and utilizing technologies effectively in classroom settings, have received little attention. Therefore, this paper seeks to investigate strategies to improve the integration of Geography teaching and learning using ICT a South African school. This qualitative study was informed by a participating action research (PAR) design, employed two purposefully sampled Geography teachers, an SMT member and a SGB member. Data was solicited from observations, workshops, discussions and interviews. For the interpretation and analysis of data, the researcher uses critical discourse analysis (CDA). The findings indicated that in order to achieve integrated Geography teaching and learning using ICT, a more comprehensive strategy is needed for successful implementation. This need to start from the implementation of different policies at from departmental level to school level. Current policies, for example, does not make provision how teachers must integrate ICT in the Geography classroom. Policies at school level, like the use of WiFi, must benefit the Social Science teacher to use it for developing teaching material for example. The school management must also play a bigger role in setting the environment for the Geography teacher to maximize the use of technology resources. This include proper training for Geography teachers to implement ICT in the teaching and learning. Some of the strategies also need to include the training in the different knowledge’s for the integration of ICT in Geography teaching and learning. A comprehensive strategy is needed because Geography teachers will realize the value of using ICT, and therefore, it will increase the probability for the maximum utilization in the Geography classroom. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/11371 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Thesis (Ph.D. (Curriculum Studies))--University of the Free State, 2021 | en_ZA |
| dc.subject | Integration | en_ZA |
| dc.subject | Geography | en_ZA |
| dc.subject | Geography teaching -- Information Communication Technology | en_ZA |
| dc.subject | Intergrating Geography -- Teaching | en_ZA |
| dc.title | Integrating Geography teaching and learning using Information and Communication Technology | en_ZA |
| dc.type | Thesis | en_ZA |