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Technology integration : tracing in-service primary teachers' technological, pedagogical and content knowledge development
Author(s)
De Silva, Chamelle Rene
Date Issued
2015
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
The past decade has witnessed the proliferation and use of computer technologies or ICTs (Information and Communication Technologies) in varying levels in the traditional classroom within the South African context. The policy on e-Education (DoE, 2004) refers to the significance of e-Education and expects schools to be developed into e-Schools, consisting of a community of both teachers and learners. This policy also foregrounds how new models of learning are radically changing and challenging current conceptions of learning.
As schools acquire technological infrastructure, teachers are expected to become technically skilled in order to deliver the curriculum utilising technology as a tool. Practising primary school teachers are generalists who subscribe to a more holistic approach of teaching. Specialised knowledge influences the in-service primary teacher's perceptions with regard to technology in the classroom. Technology integration,therefore, represents particular challenges for teachers as they search to construct a coherent, technological content base to inform their teaching. Learners with diverse ranges of learning abilities and needs are also present in classrooms, which may further compound the challenges teachers face within the confines of a rigid curriculum and emergent technologies. This study follows and documents the trajectory of a purposive sample of ten practising primary
school teachers who had no specialised training in technology. A qualitative ethnographic
research design, underpinned by an interpretive paradigm is employed. This research is
premised on the argument that teachers can acquire the technical skill, underscored with the
relevant pedagogical aims, needed for the seamless integration of emerging technologies
required to enhance teaching and learning. "Without skilled pedagogical application of
educational technology, technology in and of itself cannot provide innovative school practice
and educational change" (Levin & Wadmany, 2006:158).
As schools acquire technological infrastructure, teachers are expected to become technically skilled in order to deliver the curriculum utilising technology as a tool. Practising primary school teachers are generalists who subscribe to a more holistic approach of teaching. Specialised knowledge influences the in-service primary teacher's perceptions with regard to technology in the classroom. Technology integration,therefore, represents particular challenges for teachers as they search to construct a coherent, technological content base to inform their teaching. Learners with diverse ranges of learning abilities and needs are also present in classrooms, which may further compound the challenges teachers face within the confines of a rigid curriculum and emergent technologies. This study follows and documents the trajectory of a purposive sample of ten practising primary
school teachers who had no specialised training in technology. A qualitative ethnographic
research design, underpinned by an interpretive paradigm is employed. This research is
premised on the argument that teachers can acquire the technical skill, underscored with the
relevant pedagogical aims, needed for the seamless integration of emerging technologies
required to enhance teaching and learning. "Without skilled pedagogical application of
educational technology, technology in and of itself cannot provide innovative school practice
and educational change" (Levin & Wadmany, 2006:158).
Additional information
Thesis (DEd (Education))--Cape Peninsula University of Technology, 2015.
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