Using diffusion of innovation theory to understand how technology is adopted in mathematics at a South African higher education institution

Simple item page
dc.contributor.advisorBrown, Cherylen_ZA
dc.contributor.advisorMhakure, Duncanen_ZA
dc.contributor.authorChizwina, Sabelo Ren_ZA
dc.date.accessioned2016-07-25T11:36:06Z
dc.date.available2016-07-25T11:36:06Z
dc.date.issued2016en_ZA
dc.description.abstractThe issue of students enrolling who are ill prepared in mathematics for university studies has been an area of concern for some time in South Africa. Various universities tried different interventions to address this problem. One example is the establishment of a bridging programme at an institution of higher learning. Technology has been discussed as support that can be provided to students. This study therefore sought to understand the adoption of technology in the teaching of mathematics at an institution of higher education in South Africa. Using Roger's diffusion of innovation theory, this study sought to understand how technology is adopted by mathematics teachers in the bridging programme. Whilst the results of the study show that some teachers have adopted technology at different scales to provide access, to supplement instruction and to encourage interaction, the results also show that some teachers are uncertain of the benefits that technology has to teaching and learning in the programme. The current talk and chalk method is seen as being essential as it is tried and tested. The study also showed that teachers did not receive support from the institution resulting in them seeking assistance from outside of the university. The study recommends that higher education institutions should provide instructional design support to ensure that teachers are not overburdened with developing technology interventions where they have little or no expertise in.en_ZA
dc.identifier.apacitationChizwina, S. R. (2016). <i>Using diffusion of innovation theory to understand how technology is adopted in mathematics at a South African higher education institution</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/20723en_ZA
dc.identifier.chicagocitationChizwina, Sabelo R. <i>"Using diffusion of innovation theory to understand how technology is adopted in mathematics at a South African higher education institution."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2016. http://hdl.handle.net/11427/20723en_ZA
dc.identifier.citationChizwina, S. 2016. Using diffusion of innovation theory to understand how technology is adopted in mathematics at a South African higher education institution. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Chizwina, Sabelo R AB - The issue of students enrolling who are ill prepared in mathematics for university studies has been an area of concern for some time in South Africa. Various universities tried different interventions to address this problem. One example is the establishment of a bridging programme at an institution of higher learning. Technology has been discussed as support that can be provided to students. This study therefore sought to understand the adoption of technology in the teaching of mathematics at an institution of higher education in South Africa. Using Roger's diffusion of innovation theory, this study sought to understand how technology is adopted by mathematics teachers in the bridging programme. Whilst the results of the study show that some teachers have adopted technology at different scales to provide access, to supplement instruction and to encourage interaction, the results also show that some teachers are uncertain of the benefits that technology has to teaching and learning in the programme. The current talk and chalk method is seen as being essential as it is tried and tested. The study also showed that teachers did not receive support from the institution resulting in them seeking assistance from outside of the university. The study recommends that higher education institutions should provide instructional design support to ensure that teachers are not overburdened with developing technology interventions where they have little or no expertise in. DA - 2016 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2016 T1 - Using diffusion of innovation theory to understand how technology is adopted in mathematics at a South African higher education institution TI - Using diffusion of innovation theory to understand how technology is adopted in mathematics at a South African higher education institution UR - http://hdl.handle.net/11427/20723 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/20723
dc.identifier.vancouvercitationChizwina SR. Using diffusion of innovation theory to understand how technology is adopted in mathematics at a South African higher education institution. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2016 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/20723en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducational Technologyen_ZA
dc.titleUsing diffusion of innovation theory to understand how technology is adopted in mathematics at a South African higher education institutionen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
thesis_hum_2016_chizwina_sabelo_r (1).pdf
Size:
1.54 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Masters