The use of computers as a tool in teaching and learning: a case study of selected secondary schools in the Pinetown District.

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dc.contributor.authorSikhakhane, Munyaradzi
dc.date.accessioned2023-03-14T10:08:45Z
dc.date.available2023-03-14T10:08:45Z
dc.date.issued2019
dc.descriptionA thesis submitted in fulfillment of the academic requirements for the degree of Doctor of Philosophy in the Department of Curriculum and Instructional Studies in the Faculty of Education, University of Zululand, 2019.en_US
dc.description.abstractGiven the growing importance of computer technology, in consequence of the advent of the Fourth Industrial Revolution (Industry 4.0), and of the knowledge and skills necessary to enhance authentic teaching and learner performance and ultimate academic achievement, much profound research is being devoted to ascertain the practicality of the claims that the informed use of computers can suffice that demand in virtually all sectors of the educational, economic, health, environmental and political arenas the world over. This study aimed to explore the views of both teachers and learners about the use of computers as a tool for teaching and learning in the secondary school curricula; and the rationale that motivated it was the phenomenally limited research available about computer usage in developing countries, from which South Africa is not spared. Moreover, the research we have concentrates on a few “special” subjects like maths and sciences, which reflect computer usage, biased at the expense of the rest of the secondary school curricula. It is a shortcoming that requires research into the use –or, one fears, the neglect –of computers as a tool across the secondary school curricula. This study was considered significant because its findings could presumably be helpful in guiding e-Education and e-Learning policy formulation and effective implementation so that learners will exit secondary school prepared enough to face the challenges that come with Industry 4.0. The qualitative paradigm was employed, and specifically, the case (Pinetown district secondary schools) study design was adopted. Data about teacher's and learners’ views on the use of computers as a tool for teaching and learning was elicited through the use of semi-structured teacher interviews, semi-structured focus group interviews and classroom observation. A sample of six Grade 10 and 11 teachers and thirty learners (15 Grade 10s and 15 Grade 11s) was purposively selected by virtue of having computers in their schools. Findings revealed that computers were too superficially and irregularly used to enhance meaningful instruction and nurture learner academic achievement –a situation that was apparently due to the scarcity of computers for teaching any subjects other than computer applications technology, science, and maths. Rampant theft of computers was reported as wreaking havoc in the schools studied –hence the scarcity. The study recommends that computer-integration modules be included as part of the pedagogical curricula for students in all teachers’ training institutions so that teachers will be aware of how and when computer tools should be used in teaching and learning. In addition, a Technological Pedagogical Educational Psychology Content Domain (TPEPCD) model was proposed for possible adoption by teacher training colleges. The study strongly recommends that proper training and induction of school managers should be the Department of Basic Education’s (DBE’s) priority in framing e-Education policy. It is recommended that the DBE puts surveillance camera systems in all schools before supplying computers to its schools to prevent theft.en_US
dc.identifier.urihttps://hdl.handle.net/10530/2175
dc.language.isoenen_US
dc.publisherUniversity of Zululanden_US
dc.subjectAuthentic Learningen_US
dc.subjectComputer softwareen_US
dc.subjectConstructivism perspectiveen_US
dc.subjectContinuing Professional Teacher Development (CPTD) management systemen_US
dc.subjectFourth Industrial Revolutionen_US
dc.titleThe use of computers as a tool in teaching and learning: a case study of selected secondary schools in the Pinetown District.en_US
dc.typeThesisen_US
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