Change of Science Teachers’ Use of Information and Communication Technology (ICT) Media Resources and its Pedagogical Use in Science Classrooms in a Developing Country

Govender, Nadaraj; Govender, Desmond Wesley

doi:10.1080/0976691x.2014.11884835

Cited by 5 publications

(7 citation statements)

References 2 publications

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“…Analogous to previous studies (Mooketsi & Chigona, 2014;Mereku & Mereku, 2015;Assan & Thomas, 2012) teachers are comfortable with using the internet and word processors to prepare their lessons. Govender and Govender (Govender & Govender, 2014) found that aspects such as web design, electronic resources and discussion groups, email and electronic references are not widely used, which is consistent with the findings of the current study. Mereku and Mereku (Mereku & Mereku, 2015) found that educators do not use ICTs to communicate with their students except for those learners who are specifically studying Information Technology as a subject.…”

Section: Discussionsupporting

confidence: 82%

“…The following digital tools have been cited with respect to ICT integration in the classroom: word processors, data projectors, Powerpoint spreadsheets, search engines, interactive whiteboards, mobile technologies, smart phones (emails, blogs, videos etc. ), tablets, instant messaging, podcasts, CD-ROMs, Wikipedia, simulations, animations and e-books (Mooketsi & Chigona, 2014;Mereku & Mereku, 2015;Assan & Thomas, 2012;Lorenz, Banister, & Kikkas, 2015;Batchelor & Olakanmi, 2015;Govender & Govender, 2014;Molotsi, 2014;Tamim, Borokhovski, Pickup, & Bernard, 2015). Accordingly, these studies do indicate that ICTs are being used in the classroom, however, more in-depth knowledge is required towards understanding the categories of technologies used and how this facilitates pedagogy and content knowledge.…”

Section: Introductionmentioning

confidence: 99%

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A Snapshot Survey of ICT Integration in South African Schools

Padayachee

2017

SACJ

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Information Communication Technology (ICT) integration in the classroom is often viewed as a panacea towards resolving South Africa’s education challenges. However, ICT integration in education in South Africa has been severely limited by operational, strategic and pedagogic challenges. In part, addressing the strategic and operational challenges involves understanding the current landscape of ICT integration in schools. There is scant information on the practical enforcement of ICTs in the classroom. The aim of this research is to determine the extent of ICT usage in South African schools in order to obtain an understanding of the practical enforcement of ICTs at the school level. This study combines both qualitative and quantitative data collection methods in order to provide a rich nuanced perspective of ICT integration in South African schools. The study found that the uptake of technology remains low, on average the frequency of usage per tool type was as follows: contextual tools (41%), sharing information and ideas tools (29%), experiential tools (26%) and reflective dialogue tools (18%). It was found that teachers are uncertain with respect to the enforcement of e-education while being encumbered by poor infrastructure and lack of skills.

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Section: Discussionsupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

A Snapshot Survey of ICT Integration in South African Schools

Padayachee

2017

SACJ

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“…This suggests that each teaching subject needs to include explicit subject topics stipulated in an official policy document, and teachers are expected to be subject experts for effective teaching and learning. Giancoli (2005) as well as Govender and Govender (2014) affirm that science content can be separated into Physics and Chemistry content as well as practical content (experiments). Consequently, in the context of this study, CAPS 2011 .…”

Section: Towards Specific Caps Physical Sciences Conceptsmentioning

confidence: 94%

“…Consequently, in the context of this study, CAPS 2011 . Physics is influenced by formal content (scientific/vertical knowledge) since it deals with structures of matter and its motion and it uses systematic and scientific equations to prove how the world behaves (Govender & Govender, 2014;Hoadley & Jansen, 2014). As such, teachers' roles need to be more instructor-orientated, even though this is not outlined in the Physical Science CAPS document (Hoadley & Jansen, 2014;Mpungose, 2016).…”

Section: Towards Specific Caps Physical Sciences Conceptsmentioning

confidence: 99%

“…Studies outline that Physical Sciences teachers struggle to finish the allocated content within a specified or official period of time (formal) as stipulated in the CAPS document, because of insufficient time allocated for this (Khoza, 2015b;Mpungose, 2016). As a result, teachers are forced to organise morning or afternoon classes (informal), even during their own spare time over weekends or holidays (non-formal), to cover all the content (Govender & Govender, 2014). Khoza (2019) outlines that almost all South African schools offer their classes in formal demarcated classrooms or laboratories (for face-to-face classes) because of insufficient access to internet resources for online (informal) classes.…”

Section: Towards Specific Caps Physical Sciences Conceptsmentioning

confidence: 99%

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Reconceptualising the Physical Sciences Curriculum and Assessment Policy Statement in a South African Context

Mpungose

2020

IJHE

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Post-apartheid South African curriculum reforms, from outcomes-based education (OBE) to the Curriculum and Assessment Policy Statement (CAPS), resulted in different challenges. Teachers, in particular those teaching Physical Sciences in the Further Education and Training (FET) phase from Grades 10-12, were expected to cope with changes and master Physical Sciences curriculum for the attainment of good results, but were unable to do so because they were missing an understanding of curriculum concepts. The success of any curriculum depends on ten fundamental and broad curriculum concepts: rationale, goals, activities, assessment, accessibility, resources, content, roles, environment, and time. However, empirical findings show that Grade 12 Physical Science teachers in South African schools still struggle to understand and contextualise curriculum concepts in order to redefine specific CAPS Physical Science concepts. Consequently, this conceptual study uses Van den Akker (2004) curriculum spider web concept framework in reconceptualising Grade 12 CAPS Physical Science concepts. This study argues that teaching without knowing specific subject curriculum concepts can lead to poor teacher performance and poor subject results, this study concludes by proposing a formal, non-formal and informal framework for CAPS Physical Science to resolve this.

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A stepwise framework towards ICT integration in education: A South African perspective

Padayachee

2016

2016 International Conference on Advances in Computing and Communication Engineering (ICACCE)

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Change of Science Teachers’ Use of Information and Communication Technology (ICT) Media Resources and its Pedagogical Use in Science Classrooms in a Developing Country

Cited by 5 publications

References 2 publications

A Snapshot Survey of ICT Integration in South African Schools

A Snapshot Survey of ICT Integration in South African Schools

Reconceptualising the Physical Sciences Curriculum and Assessment Policy Statement in a South African Context

A stepwise framework towards ICT integration in education: A South African perspective

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