Investigating the effects of continuous professional development on ICT integration in the classroom of Foundation Phase Mathematics

dc.contributor.advisorSimons, Marius
dc.contributor.authorSenosi, ChloƩ
dc.date.accessioned2023-05-11T06:36:36Z
dc.date.accessioned2024-05-28T10:49:59Z
dc.date.available2023-05-11T06:36:36Z
dc.date.available2024-05-28T10:49:59Z
dc.date.issued2022
dc.descriptionMagister Educationis - MEden_US
dc.description.abstractThe use of technology is becoming the norm in the 21st century classroom to enhance teaching and learning. This rapid move to incorporate technology in the classroom brought the need for teachers to be upskilled on the use of technology as a pedagogical tool. Through this study the researcher sought to investigate the effects that Continuous Professional Development (CPD) has on Information and Communications Technology (ICT) integration in the classroom, with a specific focus on the teaching and learning of mathematics in the Foundation Phase. The mixed method research design will be underpinned by the conceptual approach of the Technological Pedagogical Content Knowledge (TPACK) and Substitution, Augmentation, Modification and Redefinition (SAMR) frameworks and supported by a constructivist learning theory approach to the teaching and learning of mathematics.en_US
dc.identifier.urihttps://hdl.handle.net/10566/15463
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectTeaching and Learningen_US
dc.subjectMathematicsen_US
dc.subjectFoundation phaseen_US
dc.subjectTechnologyen_US
dc.subjectInformation and Communications Technology (ICT)en_US
dc.titleInvestigating the effects of continuous professional development on ICT integration in the classroom of Foundation Phase Mathematicsen_US

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