Dissertations / Theses on the topic 'Teachers Effect of technological innovations on Victoria'

The purpose of this study was to determine the relationship between principals' leadership styles and principals'/teachers' implementation of technology. The Leadership Effectiveness and Adaptability Description (LEAD) Self was used to identify the primary and secondary leadership styles of principals. The Level of Technology Implementation (LoTi) Questionnaire was used to identify the level of technology implementation (LoTi), personal computer use (PCU) and current instructional practice (CIP) scores for both teachers and principals. Data collected from 390 K-12 teachers and 22 principals of three large suburban districts in the Dallas-Fort Worth Metroplex was included in data analysis. The findings suggest that differing leadership styles do play a role in the LoTi, PCU, and CIP scores among teachers. Based on descriptive statistics it was determined that teachers with "participating" principals had higher mean LoTi and PCU scores than those with "telling" and "selling" principals. The difference in the mean PCU scores was statistically significant (p<.05) for teachers with "selling" and "participating" principals. Results also showed there was a statistical significance (p<.05) in the mean PCU and CIP scores of teachers working for principals with weak and high adaptability. Due to the low number of principals participating in this study, there is a need to conduct the same research using a larger more diverse sample of principals. The majority of principals in this study had either a primary leadership style of "participating" and a secondary leadership style of "selling" or vice versa. A larger population of principals would hopefully allow for the study of additional leadership styles and their effect on teacher use and implementation of technology.

This study investigated the strategies employed by adjunct writing teachers in their attempts to reconcile changes in writing program policy with their existing pedagogies. The methods of investigation combined class observation with extensive interviews with three Ball State University adjunct faculty members to identify the means by which these writing instructors brought new pedagogical goals in their classrooms. It also sought to identify the mechanisms each teacher used to integrate computer-oriented teaching styles into his or her course planning. The purpose of this study was to identify means by which a writing program administration could better introduce change to its teachers of first year composition courses, who are largely adjunct staff.The results of this study showed that while each faculty member felt committed to using technology in his or her teaching, each confronted change differently. Studies in faculty vitality were examined to identify development strategies which could effectively address the differences in faculty change. This study recommends, based on the strategies of each participant, that writing programs seek more kairic models of development. These models would seek to foster continuous discussion of change in order that fitting incentives for development could arise in "the proper time," or kairically, for individual teachers.
Department of English

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This research is part of the Graduate Studies in Education: Curriculum of PUC-SP, on the New Technology in Education line. The research aimed to answer the following question: How does the process of integrating technology into the curriculum occur in a context where: a) there is access to technological resources; b) the teachers take continuing education development for the pedagogical use of digital information and communication technologies (DICT), and c) the school allows for the implementation time prescribed in the literature to introduce technology for transformational pedagogical work? With this background, the general objective of the research consisted of understanding the DICT integration process into the curriculum of a municipal public school in a digital city and to show that such process happens in a spiral-like form. Specifically to characterize the research context; to identify the signs of technology integration into the curriculum through the reading of official documents such as teacher planning and lesson plans and the school's Political-Pedagogical Project and Action Plan; to identify, document and analyze the processes of use of technology linked to the school's activities by routine observation; to understand instances that suggest how the school understands the pedagogical use of DICT; and to offer the school teacher development focused on the use of technology aiming at analyzing the process of its pedagogical use. The theoretical framework was based on the areas of education technology, curriculum theory and the integration of technology into the curriculum. As for the methodology, the research-action resources were used to collect and generate data, such as: in loco direct observation, online questionnaire, individual and collective semi-structured interviews, and professional development for the pedagogical use of DICT. The research participants were teachers, learning mediators and school managers. Data analysis allowed to infer that the process of DICT integration into the curriculum was also a result of the teacher development process offered by the school and the process had characteristics that mirrored to the learning spiral as developed by Valente (2002). Throughout the analyses it was possible to note that the ascendent spiraling movement did not occur; instead, a horizontal spiral in scope and comprehensiveness occurred, followed by a web-shaped movement that emerges from the interaction among individuals mediated by cooperation, interaction and the interdisciplinary work at the school. This research shows that knowledge sharing promotes both teachers’ growth in the process of pedagogical appropriation of technology, and integration of technology into the curriculum
A presente pesquisa insere-se no Programa de Pós-graduação em Educação: Currículo da PUC-SP, na linha de pesquisa Novas Tecnologias em Educação. A investigação pretendeu responder à questão: Como acontece o processo de integração de tecnologias ao currículo em um contexto onde há acesso aos recursos tecnológicos, os professores passam por formação continuada para uso pedagógico das Tecnologias Digitais de Informação e Comunicação (TDIC) e a escola tem o tempo de implantação de tecnologias indicado pela bibliografia como importante para a transformação do trabalho pedagógico? Nesse sentido, o objetivo geral constituiu em compreender o processo de integração das TDIC ao currículo em uma escola pública municipal de uma cidade digital e mostrar que esse processo ocorre de forma espiralada. Especificamente, caracterizar o contexto da pesquisa; identificar indícios de integração de tecnologias ao currículo por meio da leitura dos documentos formais, como: planejamentos e planos de aulas dos professores, Projeto Político-Pedagógico (PPP) e Plano de Ações da escola; identificar, documentar e analisar os processos de uso de tecnologias vinculadas às atividades na escola por meio da observação cotidiana; compreender as manifestações que indicam como a escola entende o uso pedagógico das TDIC; oferecer, na escola, formação para uso de tecnologias, e analisar o processo de sua utilização pedagógica. O referencial teórico foi encontrado nas áreas de tecnologias na educação, teoria de currículo e integração de tecnologias ao currículo. Como metodologia, foi utilizada a pesquisa-ação, lançando mão de diversos instrumentos para levantamento e geração de dados, como: observação direta in loco; aplicação de questionário on-line; entrevistas semiestruturadas individuais e coletivas; e formação para uso pedagógico de TDIC; considerando como participantes da pesquisa professores, mediadores de aprendizagem e gestores da escola. A análise dos dados permitiu inferir que o processo de integração de TDIC ao currículo é fruto também da formação oferecida na escola e apresentou características que o aproximam do modelo teórico de espiral da aprendizagem proposto por Valente (2002). Durante as análises, foi possível notar que o movimento espiralado ascendente ocorreu, porém mais horizontal, em abrangência e amplitude, acompanhado por um movimento reticular, que emerge da interação entre os indivíduos mediados pela cooperação, interação e pelas possibilidades de trabalho interdisciplinar na escola. A presente pesquisa aponta que é no compartilhamento de conhecimentos que pode haver tanto o crescimento dos professores no processo de apropriação pedagógica de tecnologias como também a integração de tecnologias ao currículo

The purpose of this study was to examine the role of high school teachers’ concerns, willingness, aptitude, and use of iPads in the classroom during the adoption of a new technology. The design of this case study included a sample of eight teachers from the English, math, science, and history departments who were surveyed, observed, and interviewed using the Concerns-Based Adoption Model (CBAM). This study is guided by three research questions: (1) What are teachers’ concerns about using iPads in the high school English, math, science, and history classrooms? (2) What are teachers’ levels of iPad use in the English, math, science, and history classrooms? (3) What are teachers’ pedagogical practices as they use iPads in the English, math, science, and history classrooms? To research these questions, the study measured teacher concerns with the triangulation of three diagnostic instruments from the Concerns-Based Adoption Model: the Stages of Concern Questionnaire (SoCQ), the Innovation Configurations Map (IC Map), and the Levels of Use (LoU) matrix. The CBAM model was used to address the scarcity of literature regarding iPad use in content-area classrooms. The findings from the research show that the impact of introducing a new technology is more multifaceted than previously assumed. A teacher’s inclination and skill to use a new technology with their students varies considerably within a school and different approaches are observed across subject areas such as English, math, science, and history. When the Concerns-Based Adoption Model is used in organizational change, teacher concerns are revealed, which leads to finding opportunities for intervention and support by change facilitators who help individuals progress in the adoption of an innovation.

Technology, in one or more of its various forms, is now a part of everyday life for most South African citizens. Many schools are equipped with various forms of technology, at great cost to sponsors, schools, parents or the government. However, this technology is not always exploited and full use is not made of it. As access is not the issue, other factors needed to be considered: in this case, teachers’ beliefs, attitudes and knowledge. This thesis explores the cognitive factors which affect the acceptance and use of technology. Teacher cognition and the factors which influence teacher cognition were examined. Following Borg, teacher cognition is defined as “the unobservable cognitive dimension of teaching – what teachers know, believe and think” (Borg, 2003, p. 81). Teacher cognition determines whether or not a teacher will use technology, if the external barrier of access is removed. In order to study the various aspect of teacher cognition, a case study was performed, which studied 6 teachers at 4 schools. All the schools in this study had some level of access to technology. Following Borg, initial experiences with the educational system (i.e. the teacher’s experience as a learner), teacher training, the context the teacher worked in (as well as social factors and private use) and classroom experience were all examined in order to discover the factors which most affect technology acceptance in teaching. The findings show that having easy access to well-maintained and functioning technology cannot be underestimated. In the study, support from other teachers, particularly those in leadership roles, led to an increase in technology use. This support needed to be explicit; general support did not seem to be effective. These findings suggest that technology integration needs to happen at a ‘whole school’ level.

Thesis (Master in Education) - Central University of Technology, Free State, 2014
It is generally believed that Information Communication Technologies can extend knowledge and education to poor and marginalised people in South Africa. However, African countries still face many challenges in trying to provide appropriate and sustainable solutions for improving education and skills that will support the development of educators in all communities; this can be viewed in light of the millennium developmental goal. Thus the Department of Education put measures in place to bridge the gap in knowledge, skills and understanding of Computer Application Technology (CAT) educators through the provision of in-service training (INSET) programmes. The research study aimed at assessing the impact of in-service training programmes offered to CAT educators in Secondary Schools in the Free State province. The study made use of a survey and an evaluation research design. The target population for this study was all Further Education and Training (FET) Phase educators in all secondary schools in the Free State Province. A self-constructed questionnaire was used to collect both qualitative and quantitative data. The study revealed that the INSET programme still needs to improve on its content relevance to syllabus and it should provide educators with skills in dealing with the challenge of teaching learners with disabilities. The majority of educators were satisfied with the INSET programme as they indicated that it assisted in enhancing their skills and content knowledge; they further indicated that it gave them motivation to go into classrooms and teach. One educator quoted “I am now able to make some functions that usually gave me headaches. It greatly changed and developed the knowledge I had”. This indicates that the challenges that were experienced in classrooms were also met. It can thus be concluded that the INSET programmes did have a positive impact to the skills and challenges that educators experienced. That the study did achieve its v goal which was to assess the impact of INSET programs for CAT educators in the Motheo District, Free State province.

O objetivo do estudo foi analisar o papel da tecnologia no processo ensino e aprendizagem, na percepção dos professores das escolas de tempo integral da rede pública municipal de Curitiba. A revisão da literatura discute conceitos do determinismo e da Teoria Crítica e as implicações dessas teorias para a sociedade e estudos na área; discute a escola e a tecnologia, ou seja, a escola como elemento participante da sociedade consumidora e produtora de tecnologias; a formação de professores para o uso das novas tecnologias com os alunos e questões relacionadas às escolas que ofertam ampliação do tempo de permanência/dia nesse ambiente. A metodologia utilizada foi o delineamento misto sequencial exploratório composto de duas fases: uma primeira fase com abordagem qualitativa e uma segunda fase com abordagem quantitativa. A escolha da abordagem qualitativa para iniciar o estudo se deu em virtude de ser uma abordagem oportuna para explorar com mais profundidade situações cotidianas em um novo contexto. A técnica de coleta de dados foi a entrevista individual semiestruturada (conversação gravada e depois transcrita, tendo apenas um roteiro inicial com perguntas abertas) realizada com quinze professores de diferentes escolas localizadas em oito regionais no município de Curitiba. Da análise dos dados emergiram quatro categorias: formação de professores – inicial e continuada; uso da tecnologia em sala de aula; dificuldades encontradas pelos professores no uso da tecnologia e também as implicações da tecnologia nas escolas de tempo integral. Na segunda fase foi utilizado a pesquisa descritiva do tipo levantamento quantitativo. A opção em realizar uma fase quantitativa foi permitir a análise em dimensão maior que na abordagem qualitativa. A amostra foi composta de duzentos e dez professores que ministram aulas em escolas de tempo integral em oito regionais do município de Curitiba. O instrumento de coleta de dados foi um questionário constituído por um conjunto de escalas de dois a cinco pontos do tipo Likert para avaliar diferentes aspectos da utilização da tecnologia no contexto das escolas de tempo integral. Os itens para a elaboração do questionário emergiram da análise dos resultados obtidos na primeira fase do estudo. O instrumento foi validado por especialistas da área e testado em estudo-piloto com trinta e cinco professores de trinta e cinco escolas de tempo integral. A partir deste processo, o questionário final constituiu-se de cinco blocos que trataram sobre a formação inicial dos professores, apropriação da tecnologia, confiança dos professores na tecnologia, estrutura das escolas e frequência das atividades baseadas na tecnologia. Os dados quantitativos foram submetidos à análise estatística descritiva (distribuição de frequência, média e desvio padrão), análise não-paramétrica (Kruskal-Wallis e Mann-Whitney), comparação de escores médios, análise fatorial e análise Multivariada de Variância – (MANOVA - Multiple Analysis of Variance). Os principais resultados mostraram que a formação inicial dos professores sofreu mudanças históricas no tempo e no espaço. Em relação à formação continuada, as evidências mostraram que os temas trabalhados nos cursos oferecidos pela mantenedora não se articulam com o tema tecnologias, ou seja, são abordados separadamente. Os dados também mostraram que há divergência entre os professores no que diz respeito ao uso da tecnologia nas escolas de tempo integral, pois há professores que consideram que os alunos matriculados em tempo integral têm mais acesso às tecnologia, como também, demonstram apresentar melhor oralidade e argumentação em relação aos alunos que ficam em tempo regular. Outros professores consideram que a ampliação da jornada diária não implica maior acesso à tecnologia e melhor desempenho no processo ensino-aprendizagem. As diferentes percepções dos professores sobre o processo ensino-aprendizagem dos alunos das escolas de tempo integral mostraram também que a ampliação de tempo em que as crianças ficam na escola não traz implicações relevantes para a aprendizagem.
The objective of the study was to analyze the role of Technology in the teaching and learning process according to the perception of teachers of full-time schools from the public municipal network of Curitiba. The theoretical framework of this study was based on Determinism and in Critical Theory, as well as on the implications of these theories for society; it also discusses the school and the technology, i.e., the school as a participant element of the technology producing and consuming society; the training of teachers for the use of new technologies with students and issues related to schools that offer extension of the time of permanence/day in this environment. The methodology used was the exploratory sequential mixed design consisting of two phases: a first phase with a qualitative approach and a second phase with a quantitative approach. The qualitative approach was chosen to start the study for being a timely approach to explore in more depth situations in a new context. The technique for data collection was a semi-structured individual interview (conversation recorded and then transcribed, featuring only one initial roadmap with open questions) performed with fifteen teachers from different schools located in eight regional boards in the municipality of Curitiba. From the data analysis, four categories emerged: teacher training - initial and continuing; the use of technology in the classroom; the difficulties faced by teachers in using the technology and also the implications of technology in full-time schools. In the second phase, a descriptive research of the quantitative survey type was used. The option to perform a quantitative phase was to allow the analysis in a larger scale than the qualitative approach. The sample was composed of two hundred and ten teachers, who teach classes in full-time schools, from eight regional boards of the municipality of Curitiba. The data collection instrument was a questionnaire consisting of a set of five-point scales of the Likert type to assess the different aspects of the use of technology in the context of full-time schools. The items to prepare the questionnaire emerged from the analysis of the results obtained in the first phase of the study. The instrument was validated by experts in the field and tested in a pilot study with thirty-five teachers from thirty-five different full-time schools. From this process, the final questionnaire consisted of five blocks that dealt with the initial training of teachers, appropriation of technology, teachers' confidence in the technology, school structure and the frequency of activities based on technology. The quantitative data was then submitted to descriptive statistical analysis (distribution of frequency, mean and standard deviation), non-parametric analysis (Kruskal-Wallis and Mann-Whitney), comparison of means scores, factor analysis and MANOVA - Multiple Analysis of Variance. The main results showed that the initial training of teachers has undergone historic changes in time and space. In relation to continuing training, the evidence showed that the topics addressed in courses offered by the maintainer do not articulate with the technologies topic, i.e., they are addressed separately. The data also showed that there is disagreement among teachers with respect to the use of technology in full-time schools, since there are teachers who believe that students that are enrolled in full-time programs have more access to technology, as well as display greater speaking and argumentation skills when compared to those under standard- time programs. Other teachers believe that the extension of daily hours does not imply greater access to technology and improved performance in the teaching and learning process. The different perceptions by part of teachers in regards to the teachinglearning process of students from full-time schools have also shown that the extension of time in which children remain in school does not bring relevant implications in learning.

Thesis (MPhil (Information Science))--University of Stellenbosch, 2006.
ENGLISH ABSTRACT: We are in the era where Information and Communication Technologies (ICTs) are increasingly becoming as common as desks and chalkboard in our classrooms. Government, students, parents and the community at large are now expecting ICTs to be integrated in the school curriculum and to be used as tools of instruction.

The study focused on an exploration of utilisation of Mathematics skills by Technology Education pre-service teachers to enhance conceptual understanding of Electronic Systems during the design and construction of artefacts. This study attempted to discover Mathematics concepts that pre-service teachers utilised in the completion of their artefacts and it encapsulated design and making of a model of a house and an electronics circuit. Data were collected through qualitative participant observation, semi-structured interviews and the submission of working artefacts. A sample considered for this study was the whole cohort in the EDTE 210 Electronic Systems course at the University of KwaZulu-Natal. Data were collected through observation of construction of a model house and design of a circuit for Electronic Systems in different phases. In each phase of design, observations and notes were supplemented by semi-structured interview questions as design and construction unfolded. Observation looked for the geometry involved in design of a model house and algebra involved in the design of electronic circuits. Data from interviews with the pre-service teachers indicated mathematical connotations in both the modelling of the house and electronics circuits. It was imperative to know how and why certain measurements, angles and shapes were used for their model houses. Furthermore, it was essential to understand the motives behind particular manipulation of different formulas, conversions and fraction implications by pre-service teachers in their design of effective circuit diagrams. Pre-service teachers at a university level have arithmetic experience which can be used in Technology and may be extended to mainstream Mathematics. It was observed that design and making of this project exposed concepts of Mathematics that made Electronic Systems manageable and comprehensible. Use of projects was discovered to have a positive impact on enhancing understanding of abstract concepts in Mathematics that are essential for Electronic Systems. It is believed that these skills of integrating different areas of learning through interdisciplinarity are paramount for pre-service teachers, as they will soon assume autonomous professional positions for curriculum design in Technology. This provides a diverse approach to conceptual understanding of Electronic Systems through participative learning. Findings and recommendations for effective teaching of Electronic Systems through mathematical skills/concepts are outlined.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

Computer Applications Technology is one of the subjects that equip learners with the new technological skills that are needed in today’s life. In the past, many schools used computers only for administrative purposes. This is the case even today in some schools. Very few schools in the rural areas offer Computer Applications Technology. Those that do, face many challenges including a lack of electricity. Computer Applications Technology helps learners acquire computer skills that improve their performance when they enter tertiary institutions. It can also help them to find jobs in companies that need people who are able to operate computers. This is particularly true for learners from the rural areas, since most of their parents are unable to pay for them to further their education at tertiary institutions. On obtaining their Grade 12 certificate, most rural learners look for jobs. This study focuses on the experiences of teachers in teaching Computer Applications Technology in rural areas; the challenges and benefits in teaching Computer Applications Technology; the qualifications of Computer Applications Technology teachers; the use of Computer Technology in teaching; Computer Literacy teachers as motivators in learners’ lives; and teachers and Computer Literacy. The findings of this study reveal that; teachers in rural areas lack a functional Computer Literacy foundation on which to build new technology and skills. The use of computers and related technologies was not a routine part of most teachers’ own educational environment. The number of years of experience and teachers’ status in a school has a significant relationship to familiarity with Computer Technology. A lack of hardware and software; and a lack of knowledge and skills in using computers is a challenge. A lack of or insufficient training opportunities and crowded classrooms are one of the important problems that Basic Education schools face. Insufficient guidance and help in instructional use, insufficient technical assistance, and an insufficient number of computers are other important problems. Most Computer Applications Technology teachers were not trained to teach computers as a subject. This could be because; even in training institutions, computers were only used for administration purposes. Greenwood (1993) notes that; many teachers entered the profession with arts-based qualifications. The introduction of computers in schools is a process which needs time to become self-generating with younger teachers who are now entering schools having used computers in their own training. In South Africa, students have only recently started taking Computer Studies as a major subject in teaching. Previously computers were studied only in certain fields like Computer Science or Information Technology. In rural schools, it is rare to come across a computer laboratory in good condition in terms of space and the number of computers, let alone someone with knowledge of the internet. Rural schools do not have computer centres, internet access, experienced teachers and ample sporting and cultural activities to choose from. However, learners can benefit substantially from this new technology because they can be able to do their work as a group while they are not all in the same physical space. They can share their challenges as they study and prepare for class tests or examinations using the internet. The researcher recommends that the Department of Basic Education should employ teachers who are well trained in Computer Applications Technology. A technician should be employed to service computers at schools and help teachers who are experiencing problems. The Department should encourage primary schools to teach Computer Studies so that when learners study Computer Applications Technology at high school they have a basic grounding in computers. It is recommended that Schools ask companies for donations to enable them to buy computers. They should tighten up their security to make sure that computers are safe. Schools should organise technology specialists to train their teachers. They can use their computer laboratories to offer afternoon classes to the community and charge them for this service. This will help them to raise funds to buy more computers for the school.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

Indiana University-Purdue University Indianapolis (IUPUI)
El propósito de esta investigación es ahondar en los usos tecnológicos de los profesores de español y en la formación que han recibido para integrar las TIC en sus clases. En concreto, nos interesa saber su actitud y nivel de seguridad ante la tecnología, de qué recursos disponen y cuáles utilizan en sus clases, cómo aprenden a utilizarlos (formal e informalmente), qué problemas perciben y cómo les gustaría mejorar la integración de la tecnología en sus clases. El estudio se centra en un grupo de escuelas de inmersión de español en los estados de Indiana, Kentucky y Ohio.

The central question in this thesis is: what were, if any, the relations, tensions, and contradictions that occurred when critical inquiry and Computer-Supported Collaborative Learning (CSCL) were introduced to enhance Information and Communication Technology (ICT) literacy in the Two-Year Elementary Teacher Education Program (TYETEP) course of study at the University of British Columbia (UBC). The study was guided methodologically using discourse analysis and case study and it was focused on the development of (ICT) literacy within two core courses (Principles o f Teaching and Communication). The data were analyzed in light of contemporary educational issues identified from the overall teacher education program at U B C and a literature review of ICT perspectives, practices, and policies within Canada, British Columbia, and more generally North America. The preliminary findings were based on empirical research I collected and indicated that collaborative learning, critical inquiry and the concept of learning spaces were enhanced when ICT was integrated into the TYETEP. Some social and infrastructure problems were found as tensions during the program. Insufficient ICT hard infrastructure as well as teachers' and students' low attitude towards the integration of ICT were found to contradict the literature review. This thesis reports on one line of research from a more comprehensive research project called "Seeds of Possibility: Integration Information and Communication Technologies." Seeds of Possibility was a pilot program with a research objective that examined how over the course of several years' teacher education students can enhance their ICT literacy and fluency as they engage in using ICT through their program.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

The study investigated the pedagogical impact of the use of smart classrooms by Grade 11 secondary teachers to facilitate the teaching and learning in the Tshwane South District. The lens used to understand this study’s problem was Technological, Pedagogical and Content Knowledge. The researcher used the interpretivist paradigm and a qualitative approach was applied. A multiple case study research design was also employed. Five secondary schools were used from which to collect data. The instruments used to collect data were semi-structured interviews, non-participant observation and document analysis. The population comprised Grade 11 secondary teachers. The ten participants were purposively sampled on basis that they taught Grade 11 classes using smart classrooms on daily basis. Ethical considerations were maintained by ensuring anonymity, voluntary participation, informed consent and confidentiality. Data collected were analysed using thematic analysis. The data were coded and organised into descriptive themes. Trustworthiness in the study was maintained through credibility and transferability. The results revealed that the introduction of smart classroom have a predominantly positive impact on the pedagogy in education and teachers are enjoying the new era in education. The findings of the individual semi-structured interviews reflect that the participants of this study used smart technology in their daily teaching. The findings also revealed that smart technology is useful, important and effective in the teaching and learning process. The findings of the non-participant observation revealed that participants showed varied degrees of mastery of Technological knowledge, Technological Content Knowledge and Technological Pedagogical Knowledge. Some participants were well conversant with navigation of the smart board. They could use the tools and icons on the smart board throughout the lessons. The findings of the document analysis revealed that the five schools had an ICT file and the table of contents of these files were spelt out clearly. Every school had a policy on ICT integration and implementation.
Curriculum and Instructional Studies
M. Ed. (Curriculum studies)

This study investigated the feasibility of using WhatsApp Messenger as a tool to enhance the professional identity and inquiry-based pedagogy through the professional development of university chemistry teachers. The epistemological interpretive paradigm was used to guide the study. The study assumed a naturalistic, exploratory investigation. The qualitative research methodology was used to conduct the study. Nine university teachers were purposively sampled from three universities (three teachers from each university) for the study. Data were collected through semi-structured interviews, participant observations, and focus group discussions. Data analysis was completed using the thematic networks analysis. Ethics considerations were observed by not disclosing personal information of the participants or information about the universities where they represented. This study was guided by four theoretical underpinnings: the connectivism theory, the transformative learning theory, the expectancy-value theory, and the dual systems theory. The primary research question guiding this study was: How does the professional identity of university chemistry teachers develop as they learn IBP through WhatsApp Messenger? A two-pronged approach was used in the research: (1) comparing the professional identity of the teachers before and after the course, and (2) observing and describing the professional identity process as the teachers undertook the course. The results from the interviews conducted before the teachers undertook the WhatsApp Messenger-based IBP course showed that most teachers had a negative professional identity. They had become teachers for a variety of reasons, but they did not consider themselves teachers and believed they would leave university teaching if opportunities arose in the industry. They had no formal qualifications in pedagogy, and they did not believe that such knowledge was necessary. The majority of these teachers used teacher-centred approaches. Results from participant observations during the WhatsApp Messenger-based IBP course showed that the course slowly imparted to the teachers the norms associated with not only IBP, but other teaching approaches as well. WhatsApp Messenger provided a flexible online platform where the teachers interacted and exchanged ideas without the need to meet in a physical space. The results from the interviews conducted after the teachers participated in the WhatsApp Messenger-based IBP course showed that the participants' professional identity had changed positively. They now recognised the importance of pedagogy in teaching, they positively identified with the teaching profession, and some were considering acquiring formal qualifications in pedagogy.
Curriculum and Instructional Studies

In 2014, Gauteng Education MEC announced the “Big Switch On” project in which he envisaged paperless classrooms in Gauteng schools over the next three years. He also said that this would see digital media such as iPads and other electronic Tablets replacing textbooks and stationery. He had a vision that the chalkboard would disappear and projectors would take their place. When the MEC for Education introduced the Big Switch On project, he emphasised the positive effects that paperless classrooms will have on the learners. Education authorities were concerned about and wanted to improve the quality of learning and teaching for disadvantaged learners. However, the MEC for Education failed to highlight the possible impact that paperless classrooms will have on educators. It is important that educators are given an opportunity to provide input with regard to the implementation of paperless classrooms. This study will focus on the perceived stress experienced by teachers in Gauteng, whose schools have been part of the Big Switch On project and have had to mandatorily include the use of digital tablets in their classrooms. This study sought to investigate the influence of digital media use in classrooms on teacher stress in Gauteng schools. It is important to conduct a contextual study that explores the perceived stress factors experienced by teachers in the Gauteng schools that were selected in the Big Switch On project. The research from other contexts can only provide general frameworks regarding the constructs involved. It cannot replace the research conducted specifically for the Big Switch On project. The purpose of this study is threefold. Firstly, the Big Switch On project has been introduced in 2015 in seven Gauteng schools, and was expanded to 375 schools in the following two years. For many schools, this is a first time, thereby rendering it a scarcely researched topic. The implications and effects of the project have yet to be considered. Secondly, it is often assumed that the use of digital tablets in the classroom makes teachers lives easier and reduces their workload. The research that will be undertaken will address this question scientifically to make reliable and valid conclusions that go beyond assumptions. Thirdly, related research has indicated barriers and challenges to the implementation of digital tablets in the classroom. The research will address these barriers and make recommendations regarding future implementation of digital tablets in the classroom. In this qualitative study, I chose a multi-site case study with purposeful, convenience sampling. Two secondary schools that were part of the Big Switch On project were selected. The classrooms in the schools had smartboards, the teachers were given laptops and learners were given tablets. Furthermore, a lot of money was spent on the upgrade of the infra-structure of the schools. These schools were chosen as sites to study the influence of digital media use in the classroom on teacher stress. I chose to interview all levels of teachers and principals, which would allow me to make comparisons as well as provide me with data from which I would be able to reflect on my own practices. I chose to gather data by means of semi-structured face to face interviews. The data revealed that teachers were not part of the decision-making process to introduce digital media in the classroom. Although teachers cited benefits, they felt that the challenges were frustrating with the implementation of digital media in the classroom. Teachers expressed that the initial workload increased but felt that it would decrease over time. Whilst teachers felt that the quality of teaching has improved, they indicated that the quality of learning has deteriorated because learners use the tablets for off-task behaviour. Teachers made recommendations that mirrored the recommendations from the literature and if these concerns are addressed, it would make the implementation of digital media in the classroom more effective and at the same time empower teachers. In order to address school effectiveness, one needs optimum levels of commitment and performance from teachers. Therefore, it is important to emphasize any notion affecting the performance capability of teachers and learners and to create stress free working conditions. It is with this in mind that the study was conducted.
Educational Leadership and Management
M. Ed. (Educational Leadership and Management)