CHAPTER 5. CONCLUSION AND RECOMMENDATIONS FOR FURTHER STUDY
5.6 FINAL WORD
The study revealed a number of areas that need attention for adoption and the actual use of ICT in mathematics teaching. This teaching strategy is intended to improve learner performance in mathematics. The adequate and purposeful use of available modern ICT resources deserve to be tested and a strategy consequently formulated that can improve students’ mathematics performance. Development of human resources, with a special focus on knowledge and skills, should be the first step towards building a testing platform for the effectiveness of ICT. Science has taught us that an inappropriate setting of apparatus and an incorrect procedure affects the outcome of experiments. Teachers with adequate knowledge and skills regarding the use of ICT resources which are provided with appropriate resources in a well set learning environment stand a chance to prove the effectiveness of ICT resources and services to advance the learning of mathematics.
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APPENDIX B LIST OF CODES
OUTPUT I(RAW COCDES) OUTPUT 2(GENERAL THEMES) OUTPUT 3(SPECIFIED THEMES)
ALL GROUPED CODES SCHOOL CONTEXT CULTURE OF TEACHING
95% Afrikaans learners from good background {1 95% Afrikaans learners from good background {1-0} All teachers care for each other
A need to know dynamics of teaching profession {1 All teachers care for each other Clicks in the school in smokers and non- smokers as well as age
Abundance of general resources {2 Average culture of learning which is to the negative Exploitation of student teachers by novice experienced teachers
Abundance of ICT resources {1 C.A.T. offered in the school curriculum { Lack of dedication by other staff members abundance of online resources {1 Cell phones prohibited in school { Mutual respect among staff {2-0}
Abundance of resources {1 Challenge on limited time to do many activities positive teaching attitude {1-0}
Abundance of resources on the internet {1 Classroom overcrowded { Support given by teacher and learners {1-0} Acceptance of learners as unique individuals {1 Clicks in the school in smokers and non- smokers as well as age The culture of learning differs from teacher to
teacher Access to information from the internet and online
sharing enrich cognitive abilities {1
Different cultural groups in the school {1-0} Trust shown to the student teacher
Access to Software {4 dislike of administration Unity among staff
Acknowledgement of social backgrounds to relate with the curriculum {1
Double medium and wide learner diversity { Warm welcome and guidance provided by novice experienced teachers {1-0}
Acknowledgement the knowledge learners bring into class {2
Effective school management {9-0} Wonderful school morale {1-0} Adequate use of ICT resources {1 Exploitation of student teachers by novice experienced teachers Teachers work as team {1-0}
Advantage of early exposure to ICT in training {1 Good communication throw out Teachers work together to keep learner discipline {1- 0}
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All teachers care for each other {2 great discipline Limited creative thinking on how to use ICT {1-0} Application of mathematics in real life situation {1 High level of discipline in respect to time CULTURE OF LEARNING
Assessment to be part of ICT training module {1 Il-l discipline learners disrupt learning Average culture of learning which is to the negative Lack of dedication by other staff members Challenge on limited time to do many activities
authentic ICT training {1 Lack of discipline Classroom overcrowded
Availability of general resources {1 Lack of ICT in classes {1-0 learner tardiness {1-0} Availability of general resources is a struggle {1 lack of school discipline {1-0 Moderate culture of learning
Lack of team work in the school management positive culture of learning {2-0} Average culture of learning which is to the negative
{1
Learner discipline {1-0} Strong culture of learning {1-0}
C.A.T. offered in the school curriculum {1 learner diversity {1-0} SCHOOL MANAGEMENT (EFFECTIVE)
Capacity of learners to solve problems {1 Learner diversity accommodated {1-0} Good communication throw out Careful observation of how theory and practice
relates to each other {1
Learner diversity fairly well {1-0} Good staff morals
Learner support structures in place {1-0
Careful use is essential to avoid dependence {1 Learner diversity in language {1-0} Mission and Vision well advocated to stakeholders {1 Cell phones are essential ICT tools to enhance
learning {1
Learner diversity is wide {2-0} Principal authority made known { Cell phones prohibited in school {1 Learner diversity not major {1-0} Safety measures put in place
Challenge on limited time to do many activities {1 Learner diversity well managed {1-0} Strict school principal and caring deputy {1-0} Challenge on securing projectors {1 Learner respect teachers {1-0} SCHOOL MANAGEMENT (INEFFECTIVE)
Classroom have OHP, tri projectors and white writing boards {1
Learner support structures in place {1-0} Lack of team work in the school management Classroom lack basic equipment {1 learner tardiness {1-0}
Classroom overcrowded {1 Learners from different background and races {2-0} There is no adequate security for computers Clicks in the school in smokers and non- smokers as
well as age {1
Learners from different cultural background {1-0} Teachers gave principal authority {1-0} Computer lab not big enough to accommodate all
learners {1
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Computer lab used for internet only {1 Learners lack discipline {1-0} Learner diversity accommodated {1-0} Computers offline most of the time {1 Learners lack of Smartphones for advance communication {1-0} Learner diversity fairly well {1-0} Constraints as a result of lack in ICT tools {1 Learners not aware of plagiarism {1-0} Learner diversity in language {1-0} Constraints of unavailability of computers {1 Learners wear school uniform every school day {1-0} Learner diversity is wide {2-0}
Learners well- disciplined {1-0} Learner diversity not major {1-0} Little use of ICT Learner diversity well managed {1-0} Demonstration of the power in ICT and the need for
actual use to develop skills {1
Mission and Vision well advocated to stakeholders {1-0} 95% Afrikaans learners from good background {1-0} Department to provide schools with ICT tools {1 Moderate culture of learning Different cultural groups in the school {1-0}
Different approach to learners barriers to learning {1 More than one race attend the school {1-0} Double medium and wide learner diversity { Different cultural groups in the school {1 Multicultural school {1-0} Learners from different background and races {2-0} Difficult for ICT to breakthrough {1 Mutual respect among staff {2-0} Learners from different cultural background {1-0} dislike of administration {1 Mutual respect between teachers and learners {2-0} Learners from poor socio economic background {1-
0}
Double medium and wide learner diversity {1 No school code of conduct {1-0} More than one race attend the school {1-0} Educators aware of ICT in education {1 Obstacles to ICT {1-0} Multicultural school {1-0}
Effective school management {9 positive culture of learning {2-0} relative learner diversity Effects of ill- discipline in learners {1 positive teaching attitude {1-0} LEARNER DISCIPLINE Exploitation of student teachers by novice
experienced teachers {1
Principal authority made known { High level of discipline in respect to time Experience teaching learn ICT skills from student
teacher {1
Problem with late coming Il-l discipline learners disrupt learning Experienced teachers struggle to cope with new ICT
teaching {1
relative learner diversity Lack of discipline
experiment with ICT services {1 Safety measures put in place lack of school discipline {1-0 Face to face teaching has challenges {1 School discipline well structured Learner respect teachers {1-0} Feeling of working in a resourced school {1 School maintain discipline through team work {1-0} Learners lack discipline {1-0 Few projectors in the school {1 School management and teachers good to handle ill -discipline
{1-0}
Learners well- disciplined {1-0}
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meaningful learning {1
Future of teaching and learning is in ICT {1 School not using ICT {1-0} Mutual respect between teachers and learners {2-0} General resources to be used in situations where ICT
is not possible {1
School supports ICT {1-0} No school code of conduct {1-0} Generation of learners {1 Staff morale low as a result of in fighting and politics Problem with late coming Good communication throw out {1 Strict school principal and caring deputy {1-0} School discipline well structured
Good ICT integration environment {1 Strong culture of learning {1-0} School maintain discipline through team work {1-0} Good professional relationship {1 Support given by teacher and learners {1-0} School management and teachers good to handle ill
-discipline {1-0}
Good record keeping by the mentor {1 The culture of learning differs from teacher to teacher School management failure to enforce discipline {1- 0}
Good relation with mentor {3 There is no adequate security for computers Effects of ill- discipline in learners {1-0} Good staff morals {1 Trust shown to the student teacher Lack of learner discipline {2-0} Good to teach learners with tools that they use {1 Unity among staff great discipline
great discipline {2 Warm welcome and guidance provided by novice experienced
teachers {1-0} ICT USE IN SCHOOL
Group work waste time {1 Wonderful school morale {1-0} C.A.T. offered in the school curriculum High level of discipline in respect to time {1 Effects of ill- discipline in learners {1-0} Cell phones prohibited in school HOD`s have access to computers in their offices {1 Lack of learner discipline {2-0} Lack of ICT in classes {1-0
hover cam you will always be I.. {0 Teachers gave principal authority {1-0} Learners lack of Smartphones for advance communication {1-0}
How to use ICT in rural areas {1 Teachers have access to internet {1-0} Learners not aware of plagiarism {1-0} I find that technology use make.. {1 Teachers work as team {1-0} Little use of ICT
ICT and age {2 Teachers work together to keep learner discipline {1-0} Obstacles to ICT {1-0} ICT and learning {14 theory of engrossment {3-0} School not using ICT {1-0}
ICT availability {2 School supports ICT {1-0}
ICT can create better learning environments {1 AVAILABILITY OF RESOURCES Teachers have access to internet {1-0} ICT can help learners perceive maths as a living
subject {1
Abundance of general resources {2-0} ICT RESOURCES
ICT enhance communication {1 Abundance of ICT resources {1-0} Abundance of ICT resources {1-0} ICT has potential to advance teaching and learning
{1
abundance of online resources {1-0} abundance of online resources {1-0}
ICT help learners master content {1 Abundance of resources {1-0} Abundance of resources on the internet {1-0} ICT improve interaction between teacher and learner
{1
Abundance of resources on the internet {1-0} Availability of ICT resources {27-0} ICT in education is effective and convenient way to Availability of general resources {1-0} Challenge on securing projectors {1-0}
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teach {1
ICT in mathematics is for the better {1 Availability of general resources is a struggle {1-0} Classroom have OHP, tri projectors and white writing boards {1-0}
ICT integration {2 Availability of ICT resources {27-0} Computer lab not big enough to accommodate all learners {1-0}
ICT integration to be encouraged {1 Challenge on securing projectors {1-0} Computer lab used for internet only {1-0} ICT is very useful {1 Classroom have OHP, tri projectors and white writing boards {1-
0}
Computers offline most of the time {1-0} ICT keep learners interested in class {1 Classroom lack basic equipment {1-0} Constraints as a result of lack in ICT tools {1-0} ICT knowledge and skills {14 1-0} Constraints of unavailability of computers {1-0} ICT makes a difference in learning {1 {1-0} HOD`s have access to computers in their offices {1-0} ICT makes learning exciting {1 Computer lab not big enough to accommodate all learners {1-0} Lack of ICT resources to meet the teachers standard ICT makes teaching interesting {1 Computer lab used for internet only {1-0} Limited computers {1-0}
ICT makes work easier {1 Computers offline most of the time {1-0} Limited computers with internet problems {1-0} ICT minimise paperwork {1 Constraints as a result of lack in ICT tools {1-0} School has computers with internet access {1-0} ICT modules very beneficial {1 Constraints of unavailability of computers {1-0} School has data projectors for HOD {1-0} ICT prepares learners for modern working
environment {1
HOD`s have access to computers in their offices {1-0} School have computers only for administrators {1-0} ICT promotes learner centred approach to teaching
{1
Lack of ICT resources to meet the teachers standard School lack ICT resources {1-0}
ICT provides new ways to teach {1 Limited computers {1-0} School to be equipped with ICT resources { ICT reduces workload {1 Limited computers with internet problems {1-0} School to be equipped with ICT resources { ICT saves time {3 Limited creative thinking on how to use ICT {1-0} The school well- resourced with 1 computer
laboratory
ICT saves tremendous amount of time {1 Limited resources {1-0} There are no computers in classes {1- ICT set up takes time {1 Provision of resources {1- Unavailability of computers at school {1-0} ICT to be integrated in large scale to be effective {1 Resources fairly good Unavailability of electricity in class {1-0} ICT training {2 School fairly resourced {1-0} Unavailability of ICT resources {2-0}
ICT use engages learners {1 School has computers with internet access {1-0} Unavailability of resources in the school of practicum {1-0}
ICT useful for storage and retrieval of information {1 School has data projectors for HOD {1-0} Unavailability of resources to speed up learning {1-0} ICT will improve the type of teaching {1 School have computers only for administrators {1-0} Unavailability of some resources {1-0}
ICT can be used to advance teaching and learning of
mathematics {1 School lack ICT resources {1-0} Department to provide schools with ICT tools {1-0}