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Exploring Teachers’ ICT Pedagogy in the North-West Province, South Africa PROCEEDINGS

, , North-West University, South Africa

EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

South Africa participated in the Second Information Technology in Education Study (SITES 2006) - a large scale international survey on the ICT practices of schools around the world. SITES 2006 did not focus on the unique human experiences and practices of teachers regarding ICTs on a contextual qualitative level. The aim of this investigation was to obtain an in-depth context sensitive understanding of ICT pedagogical practices and experiences of Grade 8 Mathematics and Science teachers at eight different types of schools in the North-West Province of South Africa. We used the computer assisted data analysis program Atlas.ti™ to analyse interview data and constructed an integrated data set which identified four main categories of data related to the ICT pedagogical practices and experiences of teachers: (i) Context Barriers, (ii) Context Enablers, (ii) ICT Barriers, and (iv) ICT Enablers. We explore these categories through observations, photographs and quotations from the interviews.

Citation

Els, C.J. & Blignaut, A.S. (2010). Exploring Teachers’ ICT Pedagogy in the North-West Province, South Africa. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 167-176). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2018 from .

Keywords

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References

  1. Blignaut, A.S. (2002). Matching computer competencies with education competencies in preservice teacher training. South African Journal of Higher Education, 16(3), 109-126.
  2. Spiceland, J.D., & Hawkins, C.P. (2002). The impact on learning of an asynchronous active learning course format. Journal of Asynchronous Learning Networks, 6(1), 68-75.

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