Participants’ approach towards the pedagogical integration of ICTs is shaped by their socio-demographic characteristics. The data revealed that most of the lecturers were born before the emergence of advanced digital technology, as opposed to their
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student counterparts. Therefore, lecturers found it difficult to depart from the traditional structure of teaching and learning.
Analysis of participants’ background, academic status and social standing provides a fair reflection of how these factors impact on their attitude to using ICT in teaching and learning.
A total of 11 participants returned the questionnaire distributed to fifteen targeted participants (as described in chapter 3) and were subsequently interviewed. The 11 participants comprised 4 lecturers, 1 information technology staff (an education technologist) and 6 students. However, for an in-depth analysis of their responses, comments and views, it is important to present a brief overview of the demographic characteristics of the participants, which include their highest qualifications, subject specifics, gender, and school background, amongst others. The demographic characteristics distribution of participants is shown in the tables below.
Table 4.1: Distribution of lecturer and IT participants by highest qualifications and gender
Participant Highest qualification Gender
L1 BSc Female
L2 MEd Male
L3 PhD Male
L4 PhD Male
IT1 BSc Male
It can be seen from table 4.1 that the participating lecturers in the research have the highest qualifications, ranging from first degree to a doctoral degree. One lecturer participant holds a Bachelor of Science degree and is currently busy reading for the master’s qualification; one holds a master’s degree in technology education, whilst the other two are in possession of doctoral degrees. All the participants are involved in teaching mathematics, technology or science education at the ITE department of the institution. The IT participant holds a Bachelor of Science degree and is studying
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towards a master’s degree. The male dominated participation of the lecturers projected in the table is a reflection of the male gender dominance in ITE in the institution. Secondly, the few female lecturers in the department were not very willing to participate in the study.
Table 4.2: Data projecting lecturer and IT participants by years of ITE teaching experience and subject specifics
Participant ITE teaching experience Subject specific teaching
L1 5 Physics
L2 5 Mathematic & Technology
Education
L3 5 Mathematics & Technology
Education
L4 6 Chemistry
IT1 4 Educational technologist
The lecturer participants have been with the institution, or more precisely with the Department of Mathematics, Science and Technology Education (DMSTE), training teachers in mathematics, science or technology for more than four years.
Table 4.2 reflects the wealth of experience the lecturers and IT participants have, and the subject areas they are teaching. It is noticeable from the table that the lecturers have been teaching their respective subjects for a considerable time and should be very familiar with the curriculum. The IT participant renders technology support service to both lecturers and students through organising short courses and workshops, and he also provides on-site technical support for the effective use of ICTs in teaching and learning.
The researcher in the next table presents the lecturers and IT personnels’ institutional responsibilities, as well as their school information.
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Table 4.3: Presenting lecturer participants by ITE levels currently being taught, IT personnel current levels of engagement, and their initial school background
Participant Levels teaching Initial school background
L1 1 & 4 Township
L2 2, 4 & Honours Rural
L3 1, 3 & Masters Semi-rural
L4 4, Honours & Masters Semi-urban
IT1 Staff and students IT development Rural
The IT personnel is mainly involved with student and staff technology development and skill acquisition. The table (4.3) above illuminates their school education background, of which four of the above participants went through rural and township schools where ICT facilities were non-existent. One participant went through the ‘House of Delegates’ educational system with very limited ICT resources. Therefore, the school education and subsequent training they underwent, as well as their socio- cultural orientation, plays an important role in the transition from product to scenario, and in implementing technology in the classroom.
The table further depicts the current levels of ITE in which the lecturers are engaged. A detailed breakdown of some of their lecturing responsibilities is as enumerated:
L1: “Physics for BSc. extended degree programme (BSc. EDP); a course or two in Physical
Science for educators (Physics section)”.
L2: “Method technology for Educators 3 & 4; Technology for Educators 4
and postgraduate”.
L3: “Method of Physical Science; Physical Science for educators
and postgraduate”.
And L4: "Technology Education 1 & 3 including Honours”.
It is evident that all the lecturer participants are involved with a group of final year students each academic year, and are supposed to acquire the value added role of
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ICTs in their curriculum delivery. Moreover, they are also involved in student supervision at practice teaching level, as well as postgraduate supervision (with the exception of L1), notwithstanding designing and implementing teaching materials. The following table illuminates the student participants’ highest qualification and major subjects.
Table 4.4: Data presenting student participants highest qualification and subject majors
Participant Highest qualification Subject majors
S1 PGCE Physical Sciences & Mathematics
S2 B.Ed. (SPF) Physical Sciences & Technology S3 B.Ed. (SPF) Physical Sciences & Mathematics S4 B.Ed. (SPF) Physical Sciences & Technology S5 B.Ed. (SPF) Physical Sciences & Mathematics S6 B.Ed. (SPF) Physical Sciences & Mathematics
Table 4.4 outlines the students’ prospective highest qualifications, ranging from a bachelor’s degree to post graduate certificate in education. Five of the participants are currently in their final year of the B.Ed.Senior Phase and Further Education and Training Phase (SPF) programme, whilst the sixth has a postgraduate certificate in education student. The table also shows that the student teachers read two of these subjects; mathematics, science and technology in education, as majors, preparing them for the classroom.
It is important to present the student participants’ level at ITE and provide evidence of their duration in the institution. This is shown in Table 4.5.
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Table 4.5: Distribution of student participants by level at ITE, and the number of years in tertiary institution
Participant Level Number of years in tertiary institution
S1 4 4 S2 4 6 S3 4 5 S4 4 4 S5 4 4 S6 4 4
The B.Ed. (SPF) is a four year programme, and it can be seen from the table that two-thirds of the student participants entered straight into the tertiary institution from matric, whilst one-third went elsewhere before joining the stream. Although S1 spent four years in the institution, he started with pure natural sciences, majoring in Mathematics and Physical Sciences before enrolling for the postgraduate certificate programme in education. S2 studied “….. computer literacy and PC engineering diploma from
certain FET college January 2008 – December 2008…” so spent two more years than the
others in the tertiary environment, whilst S4 studied Computer Science for one year at another university before enrolling for education studies.
Table 4.6 below shows the importance attached to gender in considering the participants in the study, and the relevance of students’ school education environment.
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Table 4.6: Student participants’ gender and school education environment Participant Gender School education environment
S1 Male Rural S2 Female Rural S3 Male Rural S4 Male Rural S5 Male Rural S6 Male Rural
The above table reflects the gender disparity in the field of mathematics and science in the B.Ed. (SPF) programme. The table also shows their school education environment indicating that the participating student teachers are from rural schools with limited ICT infrastructure. They encountered basic ICT devices for the first time in the tertiary environment.
The demographic characteristics of the participants described showed the rich experience of the lecturers when it comes to their exposure to mathematics, science and technology education curriculum, though this may not necessarily translate into quality and inventive teaching. The students have been in the institution, and the majority in ITE programme, for at least four years. Therefore, they are familiar with the approaches used by the lecturers to deliver modules, notwithstanding their exposure to resources provided by the institution. It was apparent that all the participants had a similar initial school background. It further spelt out the academic qualifications of the lecturer participants and the prospective qualifications of the students, making them valuable participants in this project.
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4.2 HOW IS ICT INTEGRATED IN THE TEACHING AND LEARNING OF