Browsing by Author "Cele, Nkanyezi Hills."

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Geography teachers’ integration of technology in the teaching of mapwork calculations in a secondary school in KwaZulu-Natal.
(2022) Cele, Nkanyezi Hills.; Paideya, Vinodhani.
The performance of learners in geography mapwork calculations is a major concern for both teachers and Departmental officials in South African secondary schools. Many proposals have and are being made concerning the improvement of learner attainment in geography examinations. However, the problem does not lie in tests and examinations but begins with how mapwork calculations are taught in the classroom. With the change of perceptions regarding teaching and learning in the 21st Century, it becomes necessary to view various options to teaching approaches in the classroom. The proliferation of perceptions about the integration of technology in teaching and learning raises concern about the teachers’ praxis in schools and the extent to which they integrate technology in the classroom. This study explores the integration of technology in the teaching of geography mapwork calculations at a secondary school, juxtaposing the perceptions of teachers in the research site with the perceptions of teachers within schools in the wider district. A concurrent triangulation of data generation methods was employed in the study. Qualitative methods were used to solicit data from participants, namely, qualitative questionnaire, focus group interviews, semistructured interviews, observations, and document analysis. Two conceptual frameworks, namely TPACK and UTAUT were used to guide the parameters of exploration in the study. The Social Capital theory was used as an analytical framework to provide an interpretation of the findings after data were analysed. This theory was applicable as it allowed people to work together and to access benefits from social relationships. Although the advent of the COVID-19 pandemic compelled teachers to find alternative ways of continuing their teaching online, despite the adverse conditions that exacerbated their teaching pressures, many geography teachers failed to explore new methods of teaching, using technology. The findings revealed that many teachers were not able to efficiently integrate technology into the teaching of mapwork calculations because of several factors that impacted on the integration in various ways, and many alternative methods employed by geography teachers presented with limitations. School policies, lack of support from internal structures in schools and external structures in the district, and lack of professional development, were found to be limiting factors towards the effective integration of technology to match the demands of the Fourth Industrial Revolution (4IR). Recommendations were made to ensure that all stakeholders, namely geography teachers in secondary schools, the support structures in schools and the DBE officials, worked cooperatively to improve the performance of geography teachers. Suggestions included the implementation of professional development programmes and the provision of resource infrastructures to assist teachers in their integration of technology in teaching mapwork calculations. However, this research had some methodological limitations pertaining to the sample that was used as a case study. Nonetheless, it provided insight into the way technology integration was carried out in schools and highlighted hindrances towards the efficient implementation of integration programmes. A significant improvement in technology integration was evident at the research site due to support from the school’s personnel and technology infrastructure and the effective management of resources within the school. Mentoring of a newly appointed teacher by an experienced teacher was an effective form of professional development on a small scale. In view of the prevailing conditions at schools regarding technology integration, it is advisable that all stakeholders that partner with the DBE take interest in making schools the centres of powerful knowledge. The contribution from these partnerships will prepare the youth for employment as they complete their schooling career, equipped with knowledge and experiences to meet the demands of the 21st Century. By empowering geography learners with relevant technological skills, on par with the needs of the world of industry, these learners are likely to contribute significantly to the development of science and technology incorporating the geographic expertise that is necessary for future success in the working environment. The use of the Technology-Enhanced Geography Mentoring Model presented in this thesis will most likely facilitate communication among communities of practice and create a strong bond among the various structures in the bureaucracy. Having identified factors that impact on the integration of technology in Geography through the TePaSig Model, all the structures involved should work towards addressing the factors that prohibit the efficient integration of technology in the teaching of geography mapwork calculations. In so doing, geography learners will develop a solid grounding in mathematical geography and achieve the desired results, as they will be able to work independently using technological devices.
An investigation into the implementation of formative assessment in grade seven natural sciences : a case study of the three primary schools in Umlazi district.
(2009) Cele, Nkanyezi Hills.; Combrinck, Martin.
The study rests on the assumption that teachers of Natural Sciences apply various assessment strategies in their interaction with learners. Among the strategies that are proposed by the National Department of Education is the use of formative assessment. Due to the challenges that face teachers of this learning area, the researcher opted to explore the implementation of formative assessment, especially because there is vast lack of implementation of various departmental programmes and initiatives that are aimed at the betterment of our education system during this transformation period. To engage in this study, the researcher purposively selected three primary schools with Grade Seven classes in Umlazi District. Three research methods are employed to investigate the implementation of formative assessment in Grade Seven Natural Science classes, namely, semi-structured interviews, semi-structured observations and document analysis. Purposive, criterion-based selection was used to select participants to the study. Participants involve teachers of Natural Sciences at Grade Seven level. Data were collected using the afore-mentioned methods, and were analysed using Vygotsky’s theory constructivism and his concept of the Zone of Proximal Development (ZPD). Data were presented narratively, graphically and in tabular forms. The data are extensively discussed with reference to literature on formative assessment. The discussion is aimed at responding to the three research questions that drive the entire investigation. Findings thereof are presented in narrative form. The data collected helped the researcher to make sound conclusions about the implementation of formative assessment in the three sampled primary schools. Recommendations are made concerning the implementation of formative assessment in respect of what could help teachers achieve the prescribed learning outcomes and assessment standards through the use of formative assessment. Though the findings presented indicate the contextual factors typical to the three sampled schools, particularly the Grade Seven classes, they could be transferred to other institutions with similar settings because this is a case study research. This means that what happens in the three selected schools could be common to other schools as well regarding the use of formative assessment during teacher-learner interactions.