Papers by Tiba Chantyclaire
Society for Information Technology & Teacher Education International Conference, Mar 21, 2016 in ... more Society for Information Technology & Teacher Education International Conference, Mar 21, 2016 in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The Journal for Transdisciplinary Research in Southern Africa, 2015
It has been shown that teachers are reluctant to use technology despite the South African (SA) go... more It has been shown that teachers are reluctant to use technology despite the South African (SA) government’s huge expenditure on technological equipment. This might be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes as well as being ill-equipped to integrate technology into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to gain insight into the potential benefits of DST for teaching and learning and to determine factors that may prevent pre-service teachers’ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre- service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage lea...
Transactional distance (TD) theory argues that psychological and communications barriers have the... more Transactional distance (TD) theory argues that psychological and communications barriers have the potential of creating misunderstandings in any formation of learning contexts. The distance programme being studied has experienced high deferment rates. However, the lack of communication infrastructural challenges and specifically lack of interaction is one major challenge that has potential to hinder reduction of TD. This study examined how mobile mediate social network, WhatsApp was used to help reduce TD. The study used an interpretative paradigm using a single case study approach. One group of six members was purposively selected in that they work using their own devices to accomplish a group assignment. Focus group discussion, post questionnaire and WhatsApp dialogue transcriptions were used to collect data. Data was analysed inductively comparatively categorising themes and patterns. The WhatsApp artefacts were analysed using the Salmon’s 5-stage model and Interaction Analysis Models indicators to measure the knowledge generated. The findings indicated that social media reduced TD, as students shared experiences and created meaning into their own context. The WhatsApp media was easy to adapt as the students were already using it for socialisation. The researcher made recommendation to stakeholders in distance learning should innovatively incorporate social media in their practices.
It has been shown that teachers are reluctant to use technology despite the South African (SA) go... more It has been shown that teachers are reluctant to use technology despite the South African (SA) government’s huge expenditure on technological equipment. This might be the result of teachers being unable to select appropriate technology that will yield positive
learning outcomes as well as being ill-equipped to integrate technology into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study
is to gain insight into the potential benefits of DST for teaching and learning and to determine factors that may prevent pre-service teachers’ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre-service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote voice/self-expression, and (iii) promote collaborative learning and acquisition of multiple skills. Pre-service teachers are of the
opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also, the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content.
Conference Presentations by Tiba Chantyclaire
Pre-service teachers' e-skills are important for instruction in the 21 st century digital classro... more Pre-service teachers' e-skills are important for instruction in the 21 st century digital classrooms. One hundred final year Intermediate / Senior phase (ISP) pre-service teachers participated in a digital story telling project. Ten student facilitators were appointed and trained to assist pre-service teachers throughout the digital story telling video production process. One facilitator was assigned to work with ten pre-service teachers. The facilitators used Microsoft Photo Story 3 to demonstrate how to put together a digital story into a video-recorded story. The pre-service teachers worked individually to produce their own digital story which they showcased on " Show day " to peers and families. The purpose of this article is to assess pre-service teachers' technology skills of producing a multimedia video for a digital story telling project. A qualitative methodology was used to understand and interpret pre-service teachers' technology skills acquisition throughout the project. An observation of the finished videos was followed by a focus group discussion to assess the technology skills gained during the project. Fifteen pre-service teachers were randomly selected to participate in the focus group discussion. The pre-service teachers generally found the video making process easy, although others sought assistance from the knowledgeable peers and family. The study highlighted the need for teacher training institutions to innovate digital literacy skills to prepare pre-service teachers for the 21 st century learners.
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Papers by Tiba Chantyclaire
learning outcomes as well as being ill-equipped to integrate technology into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study
is to gain insight into the potential benefits of DST for teaching and learning and to determine factors that may prevent pre-service teachers’ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre-service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote voice/self-expression, and (iii) promote collaborative learning and acquisition of multiple skills. Pre-service teachers are of the
opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also, the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content.
Conference Presentations by Tiba Chantyclaire
learning outcomes as well as being ill-equipped to integrate technology into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study
is to gain insight into the potential benefits of DST for teaching and learning and to determine factors that may prevent pre-service teachers’ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre-service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote voice/self-expression, and (iii) promote collaborative learning and acquisition of multiple skills. Pre-service teachers are of the
opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also, the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content.