The purpose of this study is to examine the impact of computer technology on the teaching of Science (NS) in the 8th grade. Computer technology on teaching and learning The impact of computer technology on teaching NS Computer use in teaching.
INTRODUCTION
In this study, the researcher investigated the impact of computer technology and how computer technology is used in education for teaching science (NS) in 8th grade classes in four schools in the Umzint area.
Statement of purpose
The researcher conducted this study because he wants to find out if the Dinaledi project affects their teaching styles. The researcher conducted this study because he wants to know that computer technology in teaching is a new tool, so how these NS educators were evaluated for their performance.
LITERATURE REVIEW
In the study conducted by Singh and Sudarshan (1996), they found that the use of computer technology has a negative impact in the teaching of NS because it does not support NS educators in terms of classroom management. Computer technology has a negative impact in the teaching of NS because it opens the gap between the best performing learners and the worst performing learners.
RESEARCH METHODOLOLOGY
The researcher took these four schools where there were two Indian schools and two African schools because these were the races that had a large number of schools in the Umzinto area and also had a large population in this area. The researcher chose these schools because these were the schools that were provided with computers through the Dinaledi project.
INTERVIEWS
The researcher accepted that their answers might differ because in the first interview they were still afraid to give a lot of information or they might hide other information. The researcher expected this because in the second interview he would reformulate the questions, but they had the same idea as that of the first interview.
Observations
The researcher interviewed these teachers 2 times, once a week and also in the following week with the aim of comparing the answers from the first interview if it is still the same with what they said in the second interview. The researcher had conducted the observations with the aim of validating the data collected through the interviews.
SAMPLING
The researcher was part of the institutions and process being studied and the researcher also had the close observation of what was happening. The researcher conducted his observations in 4 different schools at Umzinto area with NS educators and these schools were chosen as a sample and also because they were the schools that were offered computers by the Dinaledi project.
DATA COLLECTION
The researcher also chose to use these schools in her research because these schools were offered 23 computers for teaching through the Dinaledi project.
DATA ANALYSIS
In analysis, the researcher was able to organize the data and then develop a synthesis that guided or directed him to other sources of data. The researcher performed the interpretation of the collected data, the main goal of which was to integrate and then analyze it to make sense.
LIMITATIONS OF THE STUDY
Interms of the data analyses, the researcher was able to make the transcriptions of the data that had been collected, where the researcher replayed the tape recorder and then transcribed everything that was recorded. The researcher analyzed the data by making sure that the researcher was able to eliminate my bias and the researcher analyzed to test that the hypothesis that the researcher had was the same with the data collected for these NS teachers , after it had min. analyses.
THEORETICAL FRAMEWORK
The researcher used the critical theory because this theory argues that a change in subject leads to the new challenges. The researcher used the critical theory because this theory is seen in schools as resources for larger community.
Computer technology in teaching and learning
Gallagher (1987) in the study he conducted on the impact of computers in education found that they have a positive impact because it introduces NS educators and teachers to new ideas that they cannot observe directly. In the study conducted by Yushau, Mji and Wessels (1992) on computers in the teaching and learning of mathematics and science, they.
Computer technology in primary schools in Eastern Cape
In his research, he also found that computers in teaching and learning help students improve and develop their critical thinking skills, and help them master reading, spelling and writing skills. She also found that computers have an impact on their use in teaching because they get students actively involved in finding information for their projects and assignments.
Involvement of computer technology in the curriculum
In the Docklands Projects in East London they found that computers in schools have the positive impact on teaching and learning because. Computers in education have a positive influence because it allows the teachers to make the really cool presentation that will be effective for the students.
Criticism of computer technology in teaching and learning
In the study conducted by Leiblum (1989), found that the use of computers in teaching has a negative impact because mostly educators work in isolation, absence of coordination and general absence of expertise and knowledge the use of computers in teaching and learn to consider. Leiblum said this because the background of the educators regarding the use of computers in teaching and learning collects and disseminates information and experience in this area.
Computer technology in the new curriculum
Challenges of computer technology in teaching
Educators attitude of teaching using the computers
Computers in teaching and learning have a negative impact because they reduce the hierarchical level between teachers and students to become more cooperative (Reil, 1993). The Cuban study also shows the negative impact of computers in teaching and learning where he said yes.
CONCLUSION
The use of computers has a positive effect, as educators become responsible for discipline and must take on the role of a mediator, enabling students to build knowledge through the constructive use of computers. Educators, together with their students, had to contribute as much as possible to the improvement of the learning and teaching process by changing and generating new content and ideas.
INTRODUCTION
The researcher used the critical theory because this theory argues to change the subject in new challenges. In this study the researcher used the critical theory and this theory has the different models.
CONCLUSION
INTRODUCTION
ETHICAL GUIDELINES
The researcher assured the participants that they would never experience confusion and worry in this study. The researcher was assuring the participants that their weaknesses as well as their problems were kept confidential.
LIMITATIONS OF THE STUDY
The researcher did this because it protected the rights of the participant and because the participants could sue the researcher if they published information they did not want published. The study was limited because during the interviews, the participants said that the researcher tested their understanding, skills and knowledge of teaching NS using computers.
SAMPLING PROCEDURE
The researcher used the purposive sample because the findings could not be generalized to the entire population. Eight teachers were interviewed and observed because the researcher wanted to go in depth when collecting the data. Therefore, the number of NS teachers was very small.
INSTRUMENTS USED TO COLLECT DATA
There were sub-questions under each critical question because the researcher expected to collect the data that was in order. The researcher used the semi-structured interviews because it increases the importance and relevance of questions.
RESEARCH METHODS
The researcher uses the case study method because it primarily uses the interviews and documentary material, without using participant observation. The researcher uses the case study because it spends a lot of time in the same field.
CONCLUSION
This study aimed to understand how the N S manages to work or overcome the problem solving activities with the help of the computers. While the researcher did this study, it aimed to discover and understand how the computers affect the teaching of NS and how the world understands the use of computers for teaching process.
What do you understand by the term computer technology?
In the 4 schools that used were in this study, they said that the computer technology they have are the computers that were offered to them by the Dinaledi project. This means that 100% of the targeted schools had computers, but 3 schools use computers for teaching and learning and there is one school currently not teaching NS using computers.
How often do you use the computers?
These NS teachers indicated that computers in teaching have a positive impact as they stated that by teaching using the computers you can teach something for four days, while with traditional methods this can take about 2 to 4 weeks . The NS teachers stated that computers in teaching NS have a positive impact because both the teachers and students become centered in the lesson as they just hit the computers as they are programmed for all NS lessons.
How do you feel to teach NS using computers?
What impact does computer technology have on teaching strategies?
They said that the computers are used to create the integration between the learners and with the educators. They said that the outcomes are affected because the NS educators are not well used and understand well the use of computers in teaching.
As you are teaching NS using computers what qualifications that you have?
There are 4 NS pedagogues whose age is between 30-35 years old, and they are the NS pedagogues who have a lot of experience in teaching NS using the traditional methods, but they have less experience with to teach NS using the computers. There are 3 NS teachers whose age is between 35-40 and these are NS teachers who are not comfortable teaching NS using computers or they are not happy with this transformation.
CONCLUSION
INTRODUCTION
Computer technology has a positive impact on teaching because it develops educators' knowledge and strategies in teaching. In the history of South Africa more educators have been trained to teach using traditional methods and these educators have more than 10 years in the teaching field.
Interpretations for the qualification and experiences
Interpretations for positive impact of computer technology in teaching NS
Interpretations concerned with NS educators that are computer literate
Interpretations about training workshops for these NS educators
For example, university trainings are conducted through lectures, while these NS teachers were students, where learning workshops are conducted for these NS teachers who are computer illiterate. These training programs are supervised by experienced people and both are aimed at improving the computer skills and competencies of individuals.
CONCLUSION
INTRODUCTION
RECOMMENDATIONS
RECOMMENDATIONS TO THE NS EDUCATORS
RECOMMENDATION TO THE SCHOOLS
RECOMMENDATION TO THE TERTIARY INSTITUTION
RECOMMENDATIONS TO THE DEPARTMENT OF EDUCATION
CONCLUSION
The investigation into the use of teaching technologies in education in the teaching of Natural Science: University of Durban Westville. Computers and International Communication, edited by Harasim,L. The political impact of multimedia in language learning.
APPENDICES
INTRODUCTION
To give young lecturers exposure to the teaching field where they put theory into practice. New teachers must first be placed in the classrooms where they will respect the teaching procedures for the first 4 weeks.
INTERVIEW SCHEDULES AND OBSERVATION SCHEDULES
What is the performance and progress of the teachers teaching NS using computers. Critical Question 2: What is the impact of computer technology on educators who teach science.
