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Technological Pedagogical Content Knowledge (TPACK): investigating senior primary mathematics teachers’ integration of technology in the classroom in Okahao educational circuit

  • Authors: Shikesho, Hilya Ndahambelela
  • Date: 2024-04
  • Subjects: Technological Pedagogical Content Knowledge , Cultural-historical activity theory , Educational technology , Mathematics Study and teaching (Primary) Namibia Okahao , Mediated learning experience , Social interaction
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/423913 , vital:72104
  • Description: The overwhelming advancement of ICT devices in the contemporary Namibian education system has led to their praise for supporting differentiated instruction, fostering collaboration, and engaging multiple intelligences in teaching and learning. Consequently, the compulsory incorporation of ICTs into the teaching and learning process becomes imperative across various fields of study, including Mathematics. However, the integration of technology-based teaching proves to be a complex and challenging issue, often considered a wicked problem. To explore this matter, a qualitative case study was conducted to investigate how Senior Primary Mathematics Teachers integrated technology to develop their TPACK. The study was conducted among the twenty-seven senior primary mathematics teachers in the Okahao educational circuit in the Omuasti region. The study utilized Vygotsky‘s (1978); Socio-cultural Theory, together with Mishra and Koehler (2006), and; the Technological Pedagogical Content Knowledge (TPACK) framework was used as a lens to analyse the data. The data were gathered through semi-structured questionnaires, semi-structured interviews, focus group interviews, and lesson observations. The study findings indicate that senior primary mathematics teachers utilize the available resources at their respective schools during their classroom instruction. The study further reveals that mathematics teachers exhibit a positive attitude toward the integration of technology. The study uncovers the intricate interplay between technological knowledge, pedagogical expertise, and content knowledge within the context of mathematics education. The findings reveal that while participants demonstrate a high level of proficiency in certain TPACK components such as CK, TK, PK, TPK, and PCK, they expressed a moderate level of expertise in TCK and TPCK. The study also identified challenges in TPACK development, particularly the need for subject specific technology training, lack of technological infrastructure, particularly advanced technology, as well as a deficiency in ICT knowledge. The importance of access to various technologies was emphasized, enabling teachers to seamlessly integrate technology into their practices and address diverse learning styles. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
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  • Date Issued: 2024-04

Being for others : critical reflections on the stranger, the estranged and the self in participatory art

  • Authors: Munro, Samantha Fawn
  • Date: 2015
  • Subjects: Self , Identity (Philosophical concept) in art , Alienation (Philosophy) , Interactive art , Art appreciation , Art exhibition audiences , Interactive art -- Themes, motives , Social interaction
  • Language: English
  • Type: Thesis , Masters , MFA
  • Identifier: vital:2507 , http://hdl.handle.net/10962/d1017771
  • Description: By referring to established concepts and theories which contemplate our experiences in relation to others and space, this thesis examines the interactions and responses of an audience during various participatory artworks. I draw upon Jean-Paul Sartre’s Being and Nothingness and Elizabeth Grosz’ Architecture From The Outside: Essays on Virtual and Real Space in order to understand our interactions with other people, our interactions inside an environment, and the objects and ceremonies we use during these interactions. I align these experiences with the methods which are employed to anticipate and create the interactions between an audience and a participatory artwork. Our daily interactions can be considered a frame that an artist shapes for their represented situation to allow, provide and guide an audience towards their possibilities for movements and actions within a participatory artwork. The interactions that occur in participatory art are done in relation to others and include groups of people interacting with each other rather than an individual disembodied experience. I refer to Claire Bishop in her book, Artificial Hells, and Nicolas Bourriaud in Relational Aesthetics in order to define participatory art. In defining participatory art I focus on the idea that participation is a social activity without which the artwork does not function or exist. I unravel Brett Bailey’s Exhibit A, Anthea Moys Anthea Moys vs The City of Grahamstown and Christian Boltanski’s Personnes in terms of the frame they use to construct participation and interaction. I refer to my own exhibition Ineffaceable as an exploration of these frames which encourage participation. The inside and the outside are a constant theme throughout this thesis and my exhibition. This thematic re-emerges in relation to a number of opposing and fluctuating dynamics: the self and the other; the object and the subject; familiarity and strangeness; the participator and the spectator; the immersive and the disembodied; and the artwork and the audience. Participatory art has not been sufficiently explored particularly in South Africa with South African case studies and particularly from a practical standpoint that includes methodologies for creating participation. This thesis hopes to enrich and contribute to the contemplations on participatory art by focusing on our interactions with others.
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  • Date Issued: 2015

The choice of idols from a social psychological perspective

  • Authors: Lupke, Lynette M
  • Date: 2009
  • Subjects: Identity (Psychology) , Idols and images , Social interaction
  • Language: English
  • Type: Thesis , Masters , M Soc Sc (Psych)
  • Identifier: vital:11606 , http://hdl.handle.net/10353/132 , Identity (Psychology) , Idols and images , Social interaction
  • Description: The study of adolescents’ idols has an over 100-year tradition. The meta-analysis of Teigen, Normann, Bjorkheim and Helland (2000) showed that idols, which are commonly understood as role models, changed over the last century which is attributed to changes in the social context. The present paper argues that Social Identity Theory (Tajfel & Turner, 1979, 1986) offers an appropriate theoretical framework to conceptualize social context by hypothesising a functional relationship between idols and identity management strategies moderated by the status position of the adolescent’s group s/he belongs to. The hypothesised functional relationship was tested in two studies with white and black adolescent South Africans. The results of the two studies supported our assumptions that the functional relationship between idols and identity management strategies is indeed moderated by status position. The results also indicate that Social Identity Theory seems to be an appropriate theoretical framework when social context is particularly conceptualised as social change.
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  • Date Issued: 2009

Subtle racism amongst undergraduate learners after a decade of democracy

  • Authors: Van der Westhuizen, Amanda
  • Date: 2007
  • Subjects: Racism in higher education -- South Africa -- Nelson Mandela Bay , Intergroup relations , Social interaction
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:9954 , http://hdl.handle.net/10948/d1018820
  • Description: The concept of “race” has been the organising feature of South African society for more than three centuries. More recent social changes in the United States of America, Europe, Australia, and South Africa have lead to more subtle expressions of racism. The present study aimed to explore and describe subtle racism amongst undergraduate psychology learners at a tertiary institution in Nelson Mandela Metropolitan Municipality in 2004. The Subtle Racism Scale was used to measure anti-Black sentiment among a sample of 286 undergraduate psychology learners, obtained through non–probability, convenience sampling. Multiple regression analysis revealed the independent variables of race, age, and the race-age interaction were significantly associated with subtle racism of the participants. Research results demonstrated that participants’ level of estimated subtle racism varied according to the age and race of the participants, supporting the notion that racism in South Africa did not influence different age and race groups in a uniform manner.
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  • Date Issued: 2007

Interaction and transaction: a study of conciliar behaviour in a Black South African township

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