Fagan, Dominique2026-06-112026-06-112020https://hdl.handle.net/10566/24351The study aimed to investigate the kind of knowledge privileged when student teachers use Information Communication Technologies in facilitating learning in science subjects. The assumptions were that future student teachers, through their pedagogic practices, may either reproduce or interrupt educational inequalities. The ability to interrupt inequalities is conditioned by the manner in which these student teachers have been inducted into the field of teacher education and this process includes the ability to manipulate technological resources to facilitate epistemological access. This concept originally coined by Morrow in the 1980s looked at black students seeking entry to university. Since then the concept was used to signify the importance of knowledge in the curriculum. In this study, the exploration of epistemological access goes beyond physical or formal access and includes meaningful access to knowledge. The semantics dimension of Legitimation Code Theory (LCT) proposed by Maton was used, with a particular focus on semantic density (SD) as a theoretical framework. Maton argues that semantic density can vary across teaching practices and contexts. The study assumes that student teachers, through their pedagogic practices, may either reproduce or interrupt educational inequalities. Employing a qualitative case study approach, video-based fieldwork was conducted in disadvantaged schools in the Western Cape and these observations were supplemented by a document analysis of lesson plans, subject guides and presentations. This process built a holistic picture of classroom practices. The analysis foregrounded pedagogy, in terms of how student teachers use Information Communication Technologies (ICTs) to weaken semantic density and give learners access to knowledge by taking a dense concept, which has complex and abstract meanings, and making it more accessible. Six themes emerged from the collected data, namely: (i) Weakening semantic density, which constrains learners, because they are subjected to context-dependent knowledge. (ii) Segmented learning which constrains cumulative learning for learners, a practice which could contribute towards the continued marginalisation of students coming from previously disadvantaged backgrounds. (iii) Poor quality education which perpetuates educational inequalities and assimilates learners into the dominant colonised discourse. (iv) Semantic flatline which limits learners, because they are being socialised into the field, with a common sense understanding of Science. (v) Reproduction of traditional pedagogy through ICT and ICTs as a tool to find information which constrains critical thinking in learners and reproduces authoritative and traditional teaching practice. (vi) Semantic waves which are key to cumulative learning. Recommendations arising from the findings of this study include the introduction of processes to ensure the development of student teachers who do not perpetuate the colonial education structures. Instead of using ICTs in limited ways, this knowledge of ICTs should be internalised in such a manner that it is used across the curriculum. This practice requires a thorough grounding in ICTs as well as an in-depth knowledge of ICT pedagogy discourse. To improve the quality of teaching and learning in South African schools, educators need to rethink the approaches to teaching and learning, by bringing into the spotlight what is considered to be valid knowledge. Only then will the enabling of epistemological access to learners become a reality. For future studies, it would be important to revisit the knowledge gap that currently exists in schools and teacher education programmesenPedagogyLegitimation Code TheoryEpistemologicalInformation Communication TechnologiesSemantic density (SD)Thesis