Observation Schedule

The observation schedule (see Appendix A5 and A7) gives both qualitative and quantitative data sets relevant to the focus of study. The observation schedules are the most frequently used instruments for obtaining information during observations (Opie, 2004). An observation schedule was chosen because one was able to discern ongoing behavior as it occurs and can take valuable notes about the salient features that one was researching (Cohen, Manion, and Morrison, 2011).

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To answer the research questions, teachers were observed during their teaching of the grade 10 Physical Sciences topic of Mechanics (energy) to understand the extent of ICT integration. These schedules allowed me to look at the level of alignment between the information extracted in the initial questionnaires and the observations made within the classroom. Observation provides a guard against over-reporting (Hintze and Matthews, 2004). The observation schedule had part A and Part B.

The first part (Observation A) dealt with 6 observations, three of which are shown in table 3.5 below. The field notes on the researcher's observations were recorded in the "Comments" column for each lesson observed. These notes involved assessing the type of digital technologies being used with the focus of determining if they aligned with the curriculum goals. The questions would also give insight into the level of technology selection(s) by the educator and how these keep the learners fixed to the objectives of lesson topic Mechanics.

The researcher used the observation schedule to synchronize what the educators claimed they do in the lesson and what they actually do. The level of FIT (content, pedagogy and technology) combined together was determined as the content, presentation, the art of instruction and the selection and use of technology. These were compared with what the participants responded in the initial questionnaire schedule.

Table 5: Observation A: Technology Knowledge - Digital Technologies A5

Observation Technology Knowledge - Digital Technologies Comments 1 What digital technologies are being used?

2 Is he/she comfortable using digital technologies?

3 Does he/she keep the class captivated by these digital technologies?

In observing a mechanics science lesson I as a researcher has to have categories of science specific categories that I look for in a participant that allows a categorization to be arrived at, whether the participant used ICT integration successfully. Therefore below are the extracts of science specific activities, strategies and relevant technologies that are involved in teaching the topic Mechanics which forms part of the attributes that ought to be measured. These science specific strategy forms the second part (Observation B) part of the observing schedule that dealt with the Science Learning

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Activity Types (see appendices A7a-c) which are classified as conceptual teaching strategies, Knowledge Building Activities, Knowledge Expression Activity types, and Procedural Knowledge Building Activity types. The researcher checked if these technologies with these strategies were used by the participant more often or occasionally and if not at all. The table below shows an extract of Conceptual Knowledge Building Activity participants was observed for and the rate of use:

Table 6: Conceptual Knowledge building activities A7b and A8

Activity Type Brief Description Possible Technologies Often Occasionally None Read Text Learners acquire data from texts,

workrooms, etc.; Both print-based and digital layouts

Web sites, electronic books, online databases, magazines

Attend to Presentation/ Demonstration

Learners obtain data from educators, guest speakers, and peers; in individual or via video, oral or multimedia

Presentation software, document camera, video

Take Notes Learners store information from lessons, exhibition, group work

Word processing software, wiki, concept mapping software

The table below shows an extract of activities and strategies, participants were observed for and the rate of use to developprocedural knowledge concepts during the teaching and learning of Mechanics

Table 7: Procedural Knowledge building activity types A7a and A8

Activity Type Brief Description Possible Technologies Often Occasionally None Learn and Practice

Safety Procedures

Learners learn how to safely and appropriately handles equipment

Video clips, document camera

Measure Learners learn how to make measurements appropriately with specific tools (e.g., Graduated cylinder, motion sensor)

Probe ware, content-specific interactive tools (e.g., Explore Science)

Practice Learners practice using equipment, software, measuring, testing what they have designed, etc.

Web-based software or software tutorials, probe ware, document camera

The table below shows an extract of activities and strategies a participant was observed for and the rate of use:

Table 8: Knowledge Expression activity A7c and A8

Activity Type Brief Description Possible Technologies Often Occasionally None Respond to

questions

learners answer to educator-distributed, peer- written, printed, or digitally modelled requests (e.g., That necessitates small responses, clarifications, or explanations)

Curriculum, software, word processing software, quiz software, Web sites, online discussion forum

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Using the observation tool (for each lesson) allowed me to qualitatively describe the extent of use of ICTs by teachers and also use the same data set to quantify how much each participant differ from the other. This was achieved by taking down the notes on the salient use of the technology and ticking to determine the frequency of use of any activity type and its corresponding technology. These would assist in the scoring of the participant performance using the TPACK rubric.

Finally the last tool was a follow up questionnaire which was used to mop up the research areas as described below.