UNITARIO Material necesario para levantar 1m 2 de muro.

In order to collect data for a qualitative research project, the intention of the researcher is to get an in-depth account of the phenomenon which may require the participants to talk about their private experiences. This implies that trust is very crucial between the participants and the researcher. The following are ethical issues that McMillan and Schumacher (2014) suggest that a qualitative researcher should anticipate and which this study acknowledges:

3.6.1 Informed consent as a dialogue

The researcher will follow the protocol of informed consent to be signed by each participant. The researcher will explain the time required for participation and the non- interfering, non-judgemental role of the researcher will be explained to participants (McMillan & Schumacher, 2014).

3.6.2 Confidentiality and anonymity

The researcher will make every effort so that the settings and participants should not be identifiable in print. Thus, the locations and features of settings will be disguised and the study will use code names of people and places (McMillan & Schumacher, 2014).

3.6.3 Privacy and empowerment

Deception violates informed consent and privacy. The researcher will negotiate with participants so that they understand the power they have in the research process

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(McMillan & Schumacher,2014). Creswell (2013) talks about voluntary participation, which enables the participant to withdraw from the study at any time and also their right to refuse to participate.

3.6.4 Caring and fairness

Although this study will not result in physical harm to informants, some persons may experience humiliation and loss of trust. Justifying the possible harm to one individual because it may help others is unacceptable. A sense of caring and fairness will be part of the researcher’s thinking, actions and personal morality (McMillan & Schumacher, 2014). This will be achieved by engaging in open discussions and negotiation with participants.

Permission to conduct the research will be requested from the Gauteng Department of Education (Annexure B) and the principals (Annexure F) of the selected schools. An ethical clearance certificate will be requested from the university (Annexure A). The participants will be requested a consent form giving permission for their participation (Annexure H).

3.7 CONCLUSION

This chapter discussed the research design and methods necessary to investigate how the introduction of digital media in classrooms during the Project in Gauteng impacts on the stress levels of teachers. The adopted research design is a specific and highly flexible exploratory multi-site qualitative case-study design that will point the researcher towards the collection of relevant and rich data (Yin, 2014).

Central to the description of the study research design will be data collection and data processing methods that are essential to answer the research question. The chapter explains that purposeful, non-probability sampling will be employed to select schools for the study and face to face interviewing techniques will be used to gather the

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experiences of teachers on the implementation of digital media in Gauteng classrooms during the Project in Gauteng. The chapter further indicates that, data collection and data processing will be conducted in a manner that will ensure trustworthiness of the emerging study results. Finally, the chapter states that data analysis continues into the writing up of the dissertation (Marshall & Rossman, 2016).

In the next chapter, the researcher will present the verbatim transcription of the study data and compare the study results on the implementation of digital media in Gauteng classrooms with those found in the literature.

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CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.1 INTRODUCTION

The previous chapter provided the research design and methods necessary to investigate how the introduction of digital media in classrooms during the Big Switch On Project (hereafter referred to as The Project) in Gauteng impacts on the stress levels of teachers. Chapter 3 outlined the research methodology followed in this study and the strategies required to ensure credibility of the data gathered, as well as to establish trustworthiness of these research findings.

This chapter will present and discuss themes emerging from the data on the impact of the introduction of digital media in classrooms on teacher stress, during The Project. As already indicated in chapter 3, semi-structured interviews were conducted with all levels of teachers and the principals at two schools. An interview schedule was used which comprised of a series of open questions focusing on the impact of the introduction of digital media on teacher stress in Gauteng classrooms during The Project. All responses to open-ended questions in the interviews were processed through content analysis, to develop meaning to the responses of participants, in order to answer the research questions. The data was processed by transcribing all the interviews and analysing the responses. The main aim of the study as described in Chapter 1 can be divided into the following sub-aims:

 To determine how teachers can be involved in the decision-making process on the implementation of the digital tablets in Gauteng public schools, and reduce their stress.

 To determine how the introduction of digital tablets in the classroom has contributed or lessened the perceived stress levels of teachers?

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 To determine in which way the introduction of digital tablets in the classroom has enhanced the quality of learning and teaching in schools, and reduced stress of teachers.

 To determine ways in which the dissemination of digital tablets can be undertaken to empower teachers and reduce stress among them.

The presentation from the analysis of the data are supplemented with direct quotations and discussed in the context of the literature reviewed in Chapter Two. This chapter contains analysis of the responses of teachers to the questions posed in the semi- structured face to face interviews. The data was also categorised into themes that were derived from and in accordance with the questions in the questionnaire. The relevant sub-themes were derived from recurring codes.

The chapter unfolds as follows: Firstly, background information on the case is presented. This is followed by an analysis of the responses of teachers with regard to the introduction of digital media in the classroom in terms of:

 Initial awareness and response

 Resources and training received by teachers

 Benefits of the introduction of digital media in the classroom  Teacher workload

 The quality of learning and teaching  Learner discipline

 Challenges experienced with the introduction of digital media in the classroom  How can the implementation of digital media in the classroom be improved?  Is the use of digital media in the classroom stressful?

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