Mudindo, F. M. (2016). Educators’ integration of ICT’s in teaching mechanics in grade 10 physical sciences in three approved South African high schools (Unpublished master’s thesis). University of the Witwatersrand, Johannesburg, South Africa.

Abstract (excerpted):

“The focus of the research was the effective use of ICT in the teaching and implementation of the curriculum CAPS in the context of teaching the topic of Mechanics. Secondly, to examine the contextual variables those affect the pedagogical integration of ICT in three approved South African high schools.

Six teachers from three GDE (a province of influence in South Africa) approved high schools participated voluntarily in this research project. The topic of Mechanics was chosen for this research because learner performance in this topic in the Grade 12 examination has been found to be particularly poor, according to the report of National Senior Certificate Examinations (DBE, 2012). 

ICT integration in the Physical Science classroom in teaching complex topic like Mechanics brings about a unique classroom process obviously different from a traditional one.

Hence Technological Pedagogical Content Knowledge (TPACK) was used as a theoretical construct that assists in explaining the new science classroom and the teaching dynamics that unfolds in there. 

TPACK instruments or tools used in this project were the initial questionnaire, an observation schedule, a main questionnaire and a follow-up questionnaire. The responses obtained from these tools were all collected as data and was prepared by coding individual scripts, duplicating and digitizing for ease of safe storage and scoring. The generated scores were then analysed, using the Rasch statistical model.

The findings reveal that the educators were on average at a developing stage in the effective use of ICTs when teaching Mechanics. The contextual variables that affect the pedagogical integration of ICT in the teaching of Mechanics (research question 2) in these three high schools, according to the participants, include policy or lack of it. The national and provincial policies offer few facts on how educators and schools are expected to incorporate or make use of ICT inside the South African framework.

Individual participants had different notions of the purpose of ICT integration. Mr Sibeko was of the notion that ICT integration was for planning efficiency of the whole school. In contrast, Mr Khumo was involved in ICT integration because the MEC or the higher authority had prescribed it. Ms Nomsa was involved because the school obtained ICT through a private sponsor and Mr Ariel just mentioned that ICT integration was “recommended” in the school.

The revelations from the findings were important in that the TPACK rubric adapted provided measures that can be quantified and thus allowing the extent of TPACK to be statistically determined (using the Rasch Statistical Model) to a certain degree of consistency as measured by the Cronbach Alpha. One was able to determine if the participant was on standard, developing, elementary or inadequate. Furthermore, each trait enabling or hindering was determined. This was unique to this study and will enable planners to determine areas where educators require assistance and support in ICT integration.”