5.3 Data Presentation 112
5.3.3 Theme Three: Tools/Resources 123
5.3.3.1 Hard-Ware (HW) 124
Hard-ware resources can be described as any machine or tool used for teaching and learning environments, that one can see or touch (Khoza, 2012). HW falls within the domain of TIE because tools carry information that students learn from, although Khoza (2013) cautions against this. The HW component is the same for e-learning/WBTL (online contexts) and face-to-face learning (offline context). Examples of such include computers, Smart Board, and an over-head projector. The researcher identified the following HW resources that were used for teaching and learning of the Curriculum Context and Change module.
5.3.3.1.1 Computers
A computer represents an electronic device that manipulates information or data (Goodwill Community Foundation, 2013). It has the ability to store, retrieve and process data. Significantly it allows browsing of the internet, and this capability has led to momentous integration with teaching and learning strategies across all levels of education (Tutkun, 2011). Hard-ware in a computer refers to the physical components that make up a computer system (Fisher, 2013).
These include the motherboard, central processing unit (CPU), random access memory (RAM), video card, hard drive, monitor, keyboard, mouse, battery backup, analog modem and scanner, amidst others.
The researcher observed that the lecture venue where the curriculum lectures took place had more than enough computers. They were all in working order and were efficient, in terms of speed, in logging on students and accessing the internet. The computers were fairly new since the LAN (computer/lecture venue) was one of the latest developments in infrastructure the university boasted. All twenty two of the face-to-face students and the facilitator made constant use of the computer during the lecture. The computer was use to supplement the online program of the course, and hence propagate the use of online resources. Without the computers it was not efficiently possible to operate a WBTL environment. Thus, this HW device promoted the use of online learning in collaboration with face-to-face learning, as indicated by the focus group interview responses:
P8 had this to say regarding the availability of the computers:
“We had no problems with computers. In fact there were so many that even if I had a problem with one I could easily move on to another. I suppose because we were a small class.”
P3 commented the following:
“The computers did not freeze; neither did we experience any technical difficulty. It was easily accessible.”
This suggests that in order to create the relevant educational opportunities, the HW components need to be in effective working condition (Rutishauser-Chappelle, 2007). As such there were no technical difficulties regarding the use of computers. Further the immense availability of computers in the LAN would circumvent any possible problems with a few. Based on the interviews and observation, it was clear that it was not a first-time experience for any of the participants in using a computer, because at some stage of their undergraduate degree, they would have had to engage with them in order to meet university requirements, such as typed assessment tasks.
5.3.3.1.2 White Board
In more recent developments the ‘interactive white board’ or ‘smart boards’ (digital boards) have become a significant feature in teaching and learning strategies (Gage, 2005). The projector displays images from the computer screen onto the board. However, upon observation, it was noted that the course did not make use of either digital boards, but instead a white screen was supplemented. In a similar style the projector displayed images and information from the computer onto the white screen; however the screen could not be touched digitally to make inferences, as is with a digital board.
The white screen was a pull-down type which only the facilitator handled. As such, the facilitator operated a main computer which was connected to the projector and thus displayed data from that computer. The white screen was used to present information that that was accessible to the entire class, whether they sat at the back or front of the room because it was located high above towards the ceiling to accommodate a holistic view. The facilitator used the white screen to project images of the components of activity theory to demonstrate how they interact as a system. The white screen also projected the principles of the spider web curriculum in a spider web image to articulate the interconnectedness between the parts. Also, since proposal development was a significant aspect of assessment, the facilitator was able to show this on the large white screen and thereby explain and discuss using a face-to face approach.
From the observations it can be maintained that the facilitator used the white screen to display images and content from the computer. It served as a compliment to online teaching and learning, in that the facilitator used face-to-face teaching to explain what taking place online (blended learning approach). Whilst the face-to-face discussions occurred students were able to simultaneously visualise the content on the white screen in front of them. It appeared that the facilitator was responsible for handling and mainly deciding what images or content were displayed on the screen. Harden (2002) asserts that in the current plethora of education, a learner-centred approach is being promoted. As such, it might seem that the facilitator’s action is in contrast with this ideology, but Anderson and Elloumi (2004) argue that the three approaches, teacher-centred, learner-centred and content-centred should be used according to their strengths. They further contend that if facilitators want an effective approach for presentation they should use a teacher-centred approach. Therefore the facilitator presented curriculum information this way.
5.3.3.1.3 University Library
The university provides sophisticated and attractive facilities to an increasing number of Education students and central to all major amenities. Recently the campus has extended its infrastructure to accommodate the immense volume of students interested in Education courses.
New buildings emerged, with spacious lecture theatres, including new computer facilities introduced to meet the growing needs of its students. As such the university poses a huge library located central to the lecture venues, cafeteria, sports centre/field and research centre. They possess a range of books, particularly in the range of education, and other fields as well. Each student is allowed to borrow books as long as they have a valid student card. The library also contains a separate computer LAN for Honours students.
The library is considered a resource of hard-ware nature because not only is it a physical building, but has a multitude of hard-copy books that students can engage with. Upon interviews with participants, the following responses emerged:
P3: “I live on the campus residence; I have lots of free time so I visit the library to study. I borrow books just to broaden my knowledge and if I need to read, but generally I use the internet a lot because it’s much quicker.”
P10: “I hardly ever borrow library books, because most of my research is done online, and the search engines are very good. Also fast too. I only go to the library to use the computer LAN.”
P2: “I did not use the library at all, because I did not have the time. All my research was done online because there are lots of journal articles available on the web. Also the course learning space had many available articles related to assessment.”
The above statements indicate that these students hardly used the library to assist them in the Curriculum Context and Change module. Hampton-Reeves, Mashiter, Westaway, Lumsden, Day, Hewertson and Hart (2009) outlined in a report that an increasing number of students opt for search engines to find books in order to save time they would have lost in going to the library.
They argue that this does not replace the value of library resources because some students are aware that certain online sites are not credible, therefore still hold the library as an important resource. However due to the availability of e-learning, students are moving towards this direction because of its swiftness and ease (Hampton et al, 2009). In this sense it can be maintained that the students preferred using the online platform to engage with content and research rather than the library, in terms of hard copy books. However, the library hosts an online
component that allows students to access material via the site. This will be discussed further in the next section.