Teacher’s emotional experiences in integrating ICT in the curriculum
In this study the emotional responses of the teacher’s experiences in integrating ICT in the curriculum were identified. Teachers’ experiences were explored regarding challenges and benefits of incorporating ICT in their teaching. The aim of this research was to attempt to contribute to the field by...
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2013
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| Online Access: | http://hdl.handle.net/2263/26601 Molope, SSP 2007, Teacher’s emotional experiences in integrating ICT in the curriculum, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/26601> http://upetd.up.ac.za/thesis/available/etd-07242007-154648/ |
| Summary: | In this study the emotional responses of the teacher’s experiences in integrating ICT in the curriculum were identified. Teachers’ experiences were explored regarding challenges and benefits of incorporating ICT in their teaching. The aim of this research was to attempt to contribute to the field by investigating the affective aspects according to Krathwohl’s taxonomy. The study employed a qualitative approach where data was analysed through narrative stories, interviews and observations. The design was used to capture the life stories of the five teachers who were integrating ICT relating to their experiences and emotional responses. Data was analysed by conceptual analysis after which, ten emotional response themes were identified. The ten emotional responses were then concatenated into four categories namely: hope, joy, anger and fear. This study found that teachers do experience complex emotions in response to the integration of ICT although there is a positive effect on instruction when information and communication’s technology is used optimally. === Dissertation (MEd (CIE))--University of Pretoria, 2007. === Curriculum Studies === MEd === unrestricted |
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