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Intermediate phase mathematics teachers’ integration of ICT within a blended learning environment
Dissertation (MEd)--University of Pretoria, 2021.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613710347927552 |
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| access_status_str | Open Access |
| author2 | Botha, Hanlie |
| author_browse | Botha, Hanlie |
| author_facet | Botha, Hanlie |
| collection | Thesis |
| dc_rights_str_mv | © 2021 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/83378 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:28.124Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/83378 Intermediate phase mathematics teachers’ integration of ICT within a blended learning environment Botha, Hanlie koekemoerjohan11@gmail.com Moodley, Kimera Koekemoer, Johan UCTD Blended learning ICT Professional development Mathematics UTAUT Education theses SDG-04 Education theses SDG-09 Dissertation (MEd)--University of Pretoria, 2021. Interventions to address South Africa’s mathematics educational crisis are ample, but little to none of them integrate Information and Communication Technologies (ICTs) within a blended learning environment (BLE) (Padayachee, Boshoff, Olivier, & Harding, 2011). Teaching within a BLE has a positive impact on the learning experiences of learners and it can be independent of traditional time constraints. The internet, as an integral part of Information and Communication Technology, makes it easier than before to reach rural communities that were previously isolated from current and best practices. In effect improving equity to high quality mathematics education. This study aimed to explore the experiences of three intermediate phase mathematics teachers’ experiences while integrating ICT within a BLE. This contributed to the larger pool of academic literature and the Department of Basic Education’s vision of developing citizens who are critical and active lifelong learners. This study is qualitative in nature and follows an interpretivist paradigm to understand the subjective experiences of the participants and to create new understandings within a specific context (Cohen, Manion, & Morrison, 2007). Through purposive sampling three intermediate phase mathematics teachers were selected from a rural school in the Northern Cape to capture the uniqueness and complexity of the case. Data from semi-structured interviews and scheduled observations were analysed deductively according to the four main variables of the Unified Theory of Acceptance and Use of Technology framework, namely facilitating conditions, performance expectancy, social influence, and effort expectancy (Venkatesh, Morris, Davis, & Davis, 2003). This study found that all three teachers believe that the integration of ICT within a BLE will enhance the teaching and learning experiences within the mathematics classroom. Two of the more experienced teachers successfully integrated ICT in their lessons taught within a BLE whereas one of them experienced several difficulties. The teachers who integrated ICT successfully within a BLE planned their individual lessons to not be too heavily dependent on ICT contrary to the teacher who experienced teaching difficulties who relied too heavily on ICT. bs2026 Science, Mathematics and Technology Education MEd Unrestricted SDG-04: Quality education SDG-09: Industry, innovation and infrastructure 2022-01-19T07:31:50Z 2022-01-19T07:31:50Z 2022-03-01 2021 Dissertation * A2022 http://hdl.handle.net/2263/83378 en © 2021 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Blended learning ICT Professional development Mathematics UTAUT Education theses SDG-04 Education theses SDG-09 Intermediate phase mathematics teachers’ integration of ICT within a blended learning environment |
| title | Intermediate phase mathematics teachers’ integration of ICT within a blended learning environment |
| title_full | Intermediate phase mathematics teachers’ integration of ICT within a blended learning environment |
| title_fullStr | Intermediate phase mathematics teachers’ integration of ICT within a blended learning environment |
| title_full_unstemmed | Intermediate phase mathematics teachers’ integration of ICT within a blended learning environment |
| title_short | Intermediate phase mathematics teachers’ integration of ICT within a blended learning environment |
| title_sort | intermediate phase mathematics teachers integration of ict within a blended learning environment |
| topic | UCTD Blended learning ICT Professional development Mathematics UTAUT Education theses SDG-04 Education theses SDG-09 |
| url | http://hdl.handle.net/2263/83378 |