Faculty of Education - Theses

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End date: 2019 × Start date: 2000 × Type: Masters Research thesis × Subject: Education × Subject: Study and teaching × Subject: Teachers ×

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    Mentoring as a model for developing teacher confidence in the use of interactive whiteboards
    Speed, Madeleine M ( 2008)
    This project aimed to capture, analyse and explore the complexity involved when teachers begin to integrate the use of Interactive Whiteboards (IWBs) into their pedagogy and daily classroom practice. Utilising a case study approach, this paper follows the experiences of four teachers involved in an Information Communication Technology (ICT) mentoring program designed to develop confidence in the use of IWBs. The qualitative research design describes the individualised learning and pedagogical development that can be encouraged in a mentoring relationship. The case studies of the four teachers and the school principal illustrate the general challenges that teachers and schools are presented with when IWBs are installed in classrooms and promoted as successful in improving teaching and learning. The project found that from the first day of using an IWB, a teacher will over time adapt and alter their pedagogy to make the best use of the technology. It is this required shift in pedagogy which demands a carefully planned and individually tailored professional development approach such as mentoring. Forward planning and special consideration of the teacher support needed is essential in order to encourage teachers to adopt IWBs into their daily routine. This paper shares a successful approach to developing teaching confidence in the use of IWBs in the hope that other schools will benefit from these stories.
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    Specific strategies that can be applied to teach reading in English as a second language to children from different home language backgrounds in Uganda
    Kaggwa, Deborah N. ( 2005)
    The study examined the literature review about strategies that can be applied to teach reading in English to second language learners. Three `training' videos, containing model lessons for teaching English to students in Australia whose first language is not English, were also analyzed to provide an in-depth picture of how some strategies are executed in the classroom context. The aim of the study was to explore and identify particular strategies that can be applied to teach reading in English to children who acquire English as a second language in Uganda. Qualitative exploratory research was conducted to explore the strategies that can be applied to teach reading in English to children from different home language backgrounds in Uganda. Content analysis technique was established to collect data from videotaped model lessons for teaching English to students in Australia whose first language is not English. Using an observation framework, the data was collected and analysed in reference to: strategies carried out in the classroom contexts, teacher's role in language instruction and literacy activities in which learners were involved. The findings suggested particular strategies for teaching reading in English to second language learners with more emphasis on getting meaning out of text. Further, the teacher's role in language instruction was recognised to be vital in teaching reading in English to bilingual students. The results also showed that second language learners effectively learnt to read in English in language contexts that encourage peer-peer and teacher-learner interactions. The study concluded with a discussion of the results and their implications to the teaching of English as a second language to bilingual children in Uganda.