Papers by Thuthukile Jita
African Journal of Research in Mathematics, Science and Technology Education
South African Journal of Childhood Education
The most common visual problems in children are: uncorrected refractive errors, strabismus, glauc... more The most common visual problems in children are: uncorrected refractive errors, strabismus, glaucoma, vergence and accommodative dysfunction, amblyopia, conjunctivitis and congenital cataracts, which are all reversible if detected and treated early (
The international journal of early childhood learning, 2022
Society for Information Technology & Teacher Education International Conference, Apr 7, 2020
EdMedia + Innovate Learning, Jun 23, 2020
Society for Information Technology & Teacher Education International Conference, Mar 18, 2019
Proceedings of the 2022 AERA Annual Meeting
Eurasia Journal of Mathematics, Science and Technology Education
There is an increased demand to empower pre-service teachers (PSTs) with knowledge and skills reg... more There is an increased demand to empower pre-service teachers (PSTs) with knowledge and skills regarding the use of information and communication technologies (ICTs) for teaching science. Using the technology acceptance model as theoretical lens, this paper explores the self-concept and views of PSTs in their final year of study regarding their competences to teach science with ICTs. A mixed methods design was used to collect data from 506 PSTs in two phases. In the first phase, all participants responded to a technological pedagogical and content knowledge questionnaire. In the second phase, semi-structured interviews were used to collect data from a subsample of 28 participants. Results showed that PSTs still underestimate their competences to teach science with ICTs and the majority believe that different school situations and lack of use of ICTs by mentor teachers contribute to failure to build on their competences. Findings also revealed that PSTs have the highest perceived knowledge in technological pedagogical knowledge (TPK) and lowest in technological knowledge. We suggest that PSTs have opportunities to develop their technological content knowledge (TCK) through self-directed learning for it to be on par with their TPK. A linear relationship in the development of PSTs' TCK and TPK would ensure improved instructional quality in science classrooms. This paper suggests different strategies to build PSTs' independency in the use of ICTs to teach sciences.
Journal for Language Teaching
The study sought to unpack teachers’ perspectives of teaching one South African language, Sesotho... more The study sought to unpack teachers’ perspectives of teaching one South African language, Sesotho, as a home language using information and communication technology (ICT) in secondary schools in South Africa. Teachers were recruited to participate in the study by providing lesson plans for analysis. From the analysis, four teachers were selected to participate in semi-structured interviews. The Technological Pedagogical Content Knowledge (TPACK) framework guided the study. The following findings emerged from our analysis of data in the study. Firstly, regardless of having limited ICT resources, teachers nevertheless attempted to use those available in their schools to ensure that teaching does not solely depend on traditional methods. Secondly, teachers in the district studied lacked technological knowledge (TK). In addition, teachers seemed to lack knowledge of ICT policies. Finally, lack of Sesotho content on ICT resources affects the adoption of ICT in the teaching and learning o...
The Journal of Teaching and Learning, Dec 1, 2020
The Journal of Computers in Mathematics and Science Teaching, Apr 1, 2021
The International Journal of Technologies in Learning, 2022
The integration of information and communication technologies (ICTs) into teaching depends on tea... more The integration of information and communication technologies (ICTs) into teaching depends on teachers’ viewpoints manifested as concerns. This paper investigates teachers’ concerns in selected Lesotho schools regarding the new reform namely, the integration of ICTs into physical science instruction. Data were collected from a random cluster sample using the stages of concern questionnaire with an 8-point Likert scale. Statistical analysis software (SAS) was employed to analyse the data to get the descriptive results and the ANOVA of the hypothesis. The percentile score for the informational self-concerns was the highest at 87.5. This demonstrates that the teachers were concerned about gaining knowledge of ICT integration. These teachers therefore require ongoing support providing more information on available ICTs and their potential to improve teaching.
International Journal of Management in Education, 2021
SCIENCE AND TECHNOLOGY EDUCATION: CURRENT CHALLENGES AND POSSIBLE SOLUTIONS, 2019
Research suggests that there is not enough integration of Information and Communication Technolog... more Research suggests that there is not enough integration of Information and Communication Technologies (ICTs) into subject teaching by graduate teachers across a variety of school settings. This points in part to the inadequacy of preservice teacher preparation. Hence, this research explores the question of how preservice teachers develop the necessary competence to teach, particularly science subjects, using ICTs, by examining the opportunities to learn (OTLs) that are provided at three different South African universities. Keywords: ICT, opportunities to learn, preservice teachers, science teaching, teacher education.
International Journal of Learning, Teaching and Educational Research, 2020
The impact of Information and Communication Technology (ICT) on teaching and learning globally ne... more The impact of Information and Communication Technology (ICT) on teaching and learning globally necessitates its integration in the classroom. Integration in individual school contexts, however, remains a challenge, despite ICT integration being a policy prerogative in many countries. This qualitative paper aims to understand how the lack of ICT resources affects the way learners learn and perform. Semi-structured interviews were utilized to gather data from six educators in three South African primary schools. The interviews were transcribed manually and coded. A thematic mode of analysis was used during the data analysis process. Findings show that, for multiple reasons, schools do not use ICT tools in teaching and learning, as expected, and, in some cases, underutilize existing resources, with implications for teaching and learning. We suggest that the South African Department of Basic Education (DBE) considers individual school contexts when allocating ICT resources, to ameliorate existing challenges. Reinforcing existing monitoring and evaluation mechanisms will facilitate the identification of contextual challenges and the provision of assistance where necessary. Most importantly, schools should be encouraged to form partnerships with communities to ensure the safety of ICT resources. These measures have the potential to ensure that all learners enjoy opportunities introduced in the classroom through the DBE's ICTintegration program, thus guaranteeing quality education for all.
Journal of Education, 2018
Teaching practice is an important component of the teacher education programme that provides oppo... more Teaching practice is an important component of the teacher education programme that provides opportunities for pre-service teachers to learn in the context of real classrooms. In this paper, I use the framework of opportunities to learn (OTL) to analyse data from a mixed-methods study on the experiences of pre-service teachers with learning to integrate Information and Communication Technologies (ICTs) into the teaching of science during teaching placement in schools. A sample of 103 science pre-service teachers from one mid-size university in South Africa completed a survey on their use of ICTs for subject teaching during teaching practice, 21 of whom submitted 33 actual lesson plans from teaching practice for analysis and participated in 4 focus group interviews. The findings show that the teacher education programme provided uneven opportunities to learn for students in the same cohort. These findings have implications for how universities should structure teaching practice experience for equitable OTL for all pre-service teachers, especially with respect to the integration of ICTs for subject teaching. Thus, I recommend restructuring of teacher education programmes to better the opportunities for future teachers to learn to use ICTs for subject teaching during and after teaching practice.
Journal of Baltic Science Education, 2019
Teacher-dominated approach is still the most adopted teaching strategy in Ghanaian high schools d... more Teacher-dominated approach is still the most adopted teaching strategy in Ghanaian high schools despite the Government of Ghana’s initiatives to support technology-oriented, learner-centred and interactive teaching practices. This study examined the effectiveness of simulation-based lessons in improving the teaching of high school physics by adapting the five dimensions for meaningful learning with information and communication technology model by Howland, Jonassen and Marra (2012) as a theoretical lens. Using an explanatory case study design, eight pre-service physics teachers from the University of Cape Coast, Ghana were engaged to develop and design simulation-based physics lessons in design teams and enact these lessons among themselves in microteaching sessions. Results showed that the simulation-based lessons were effective in that the pre-service teachers’ teaching practices improved to be learner-centred and interactive. The results also suggested that although a combination...
African Journal of Research in Mathematics, Science and Technology Education, 2019
A new Curriculum and Assessment Policy Statement (CAPS) was introduced in South Africa in 2012 to... more A new Curriculum and Assessment Policy Statement (CAPS) was introduced in South Africa in 2012 to, among others, drive a learner-centred and constructivist approach to practical work in the high school subject Physical Sciences. This study investigates teachers' concerns with the implementation of practical work in Physical Sciences. A survey of 81 high school physical science teachers' concerns was conducted in a school district in South Africa. Participants were selected from 52 schools by means of convenience sampling. The seven stage concerns-based adoption model was used to identify teachers' stages of concern on the practical component of CAPS. The findings indicate that 69% of the participants (n = 47) had management concerns of high significance (p = 0.51), while the collaboration and consequence concerns were only slightly significant (p = 0.96). With regards to CAPS experience, respondents who had been implementing CAPS for less than three years had more personal concerns compared with those who had been executing it for three to four years. Equally, respondents with less experience with CAPS had marginally more management concerns compared with respondents with more experience. These trends were also observed with the collaboration and refocusing concerns suggesting that teachers with less CAPS experience worry more about their ability to manage practical work and to make laboratory activities workable in their contexts. The paper concludes with a discussion on the variety of concerns and how these might be addressed through targeted teacher professional development support.
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Papers by Thuthukile Jita