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The Enhancement of Teacher Knowledge of ICT Integration in the Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Enhancement of Teacher Knowledge of ICT Integration in the Classroom./
Author:	Isaacs, Wilma Verona.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	122 p.
Notes:	Source: Masters Abstracts International, Volume: 83-05.
Contained By:	Masters Abstracts International83-05.
Subject:	Teaching. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28821175
ISBN:	9798494458100

The Enhancement of Teacher Knowledge of ICT Integration in the Classroom.
Isaacs, Wilma Verona.

The Enhancement of Teacher Knowledge of ICT Integration in the Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 122 p.

Source: Masters Abstracts International, Volume: 83-05.

Thesis (M.Ed.)--University of Johannesburg (South Africa), 2021.

This item must not be sold to any third party vendors.

This report is an inquiry into teacher content knowledge. The study teases out what exactly teachers know about Information and Communications Technology, how they developed such knowledge and the ways in which they have managed to incorporate this knowledge into their teaching and integrate it into the curriculum. In this research the Technological Pedagogical Content Knowledge TPACK Framework has been used to measure the knowledge and skills acquired through teacher professional development practices. The aim was to investigate how teacher knowledge of technology integration in the teaching practice is enhanced through a professional development programme. This professional development programme was designed to make sure that teachers are capacitated with skills to teach content using a variety of methodologies and pedagogies. Prior to this study, research had not yet been conducted in the Senior Secondary Improvement (SSIP) to ascertain how teacher knowledge of technology integration in the classroom is enhanced through a professional development programme.A questionnaire designed in Google Forms, was used to gather data for this study. A total of 425 teachers were targeted to form part of the study. The population consisted of Grade 12 teachers drawn from Performing Schools in Gauteng i.e. these schools had achieved an 80% National Senior Certificate pass rate in 2018. The data from the research will be coded in the Statistical Package for Social Science (SPSS), to be analysed and interpreted in descriptive study, in mean, mode, median and standard deviation. In order to be successful, the integration of ICT needs to form part of the curriculum and lesson planning process so that it overarches into teachers' content and pedagogical knowledge. Unless teachers have insufficient Technological Knowledge (TK) they are unable to properly integrate ICT into TCK and Technological Pedagogical Knowledge (TPK). This in turn has a huge impact upon the practice of teaching and learning. The TPACK framework forms an integral part of teacher knowledge for classroom practice and integration.The study finds that the teachers have benefitted significantly from the capacity building programme. Teachers gained knowledge in content, skills and different methods to relate to classroom practice. Teachers scored low on technology knowledge integration which needs further development. Further training is on technology is recommended to enhance their skills and knowledge.

ISBN: 9798494458100Subjects--Topical Terms:

517098
Teaching.

The Enhancement of Teacher Knowledge of ICT Integration in the Classroom.
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500 $a Source: Masters Abstracts International, Volume: 83-05.
500 $a Advisor: Westhuizen, Gert van der.
502 $a Thesis (M.Ed.)--University of Johannesburg (South Africa), 2021.
506 $a This item must not be sold to any third party vendors.
520 $a This report is an inquiry into teacher content knowledge. The study teases out what exactly teachers know about Information and Communications Technology, how they developed such knowledge and the ways in which they have managed to incorporate this knowledge into their teaching and integrate it into the curriculum. In this research the Technological Pedagogical Content Knowledge TPACK Framework has been used to measure the knowledge and skills acquired through teacher professional development practices. The aim was to investigate how teacher knowledge of technology integration in the teaching practice is enhanced through a professional development programme. This professional development programme was designed to make sure that teachers are capacitated with skills to teach content using a variety of methodologies and pedagogies. Prior to this study, research had not yet been conducted in the Senior Secondary Improvement (SSIP) to ascertain how teacher knowledge of technology integration in the classroom is enhanced through a professional development programme.A questionnaire designed in Google Forms, was used to gather data for this study. A total of 425 teachers were targeted to form part of the study. The population consisted of Grade 12 teachers drawn from Performing Schools in Gauteng i.e. these schools had achieved an 80% National Senior Certificate pass rate in 2018. The data from the research will be coded in the Statistical Package for Social Science (SPSS), to be analysed and interpreted in descriptive study, in mean, mode, median and standard deviation. In order to be successful, the integration of ICT needs to form part of the curriculum and lesson planning process so that it overarches into teachers' content and pedagogical knowledge. Unless teachers have insufficient Technological Knowledge (TK) they are unable to properly integrate ICT into TCK and Technological Pedagogical Knowledge (TPK). This in turn has a huge impact upon the practice of teaching and learning. The TPACK framework forms an integral part of teacher knowledge for classroom practice and integration.The study finds that the teachers have benefitted significantly from the capacity building programme. Teachers gained knowledge in content, skills and different methods to relate to classroom practice. Teachers scored low on technology knowledge integration which needs further development. Further training is on technology is recommended to enhance their skills and knowledge.
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