Digitale tegnologie in die bevordering van vaardigheidsontwikkeling vir leerders met erge intellektuele gestremdheid
| dc.contributor.advisor | Dreyer, Lorna M. | en_ZA |
| dc.contributor.author | Botha, Zelda | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Educational Psychology. | en_ZA |
| dc.date.accessioned | 2021-12-08T10:05:04Z | |
| dc.date.available | 2021-12-08T10:05:04Z | |
| dc.date.issued | 2021-12 | |
| dc.description.abstract | ENGLISH ABSTRACT: Digital technology has become an integral part of everyday life and is increasingly being used to enhance access to and quality of education. In South Africa, the Education White Paper 7 provided an impetus for the Smart-classroom project in which the WCED has equipped special schools with various learning technologies. While there is ample literature on the use of technology in mainstream schools, very limited literature is available on the value of technology in special schools. The central theme of this thesis is therefore the use of digital technology for skills development of learners with severe intellectual disabilities. This study was conducted within the framework of the explanatory-sequential-mixed-method research design with socio-constructivism as the philosophical framework. Data were collected and analysed according to the explanatory-sequential-mixed method. Quantitative data (digital online questionnaire) and qualitative data (group interviews and semi-structured interviews) were collected separately. This data was set against the background of an extensive literature study. The school was purposively selected as one of the pilot schools in the Smart-classroom project of the WCED. The participants were purposively selected to represent teachers and therapists at special schools for learners with severe intellectual disabilities. Aligned with the research design, data analysis was done statistically as well as thematically. Findings were then integrated and thematically discussed. Triangulation was used to verify the reliability and validity of the research findings. Three themes emerged from the findings. The findings indicated that initially, some participants were hesitant to use technology for skills development for learners with severe intellectual disability. However, with regular use, training and support they became more confident. Findings indicate the positive value of digital technology in skills development for learners with severe intellectual disabilities. By mapping the findings from the data against the literature review, the researcher made several recommendations to promote and improve the use of digital technology in special schools with specific reference to learners with severe intellectual disability. In conclusion, as an outflow of this research, the researcher has identified a need and subsequently created an application (app) for developing the packaging skills required within protective (sheltered) labour market environments for learners with severe intellectual disability after completing their school career. This application will be available on the Google Play Store as well as other virtual platforms in the near future. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Digitale tegnologie het 'n integrale deel van die alledaagse lewe geword en word toenemend gebruik om toegang tot en kwaliteit van onderwys te verbeter. In Suid-Afrika het die Onderwys Witskrif 7 vir onderwys 'n stukrag gegee vir die Slim-klaskamerprojek waarin die WKOD spesiale skole met verskillende digitale tegnologiese apparaat toegerus het. Alhoewel daar voldoende literatuur is oor die gebruik van tegnologie in hoofstroomskole, is daar baie beperkte literatuur oor die waarde van tegnologie in spesiale skole wat voorsiening maak vir leerders met erge intellektuele gestremdheid. Die sentrale tema van hierdie proefskrif is dus die gebruik van digitale tegnologie vir vaardigheidsontwikkeling van leerders met erge intellektuele gestremdheid. Hierdie studie is gedoen binne die raamwerk van die verduidelikende-opeenvolgende-gemengde metode navorsingsontwerp met sosiokonstruktivisme as die filosofiese raamwerk. Data is volgens die verduidelikende-opeenvolgende-gemengde metode ingesamel en geanaliseer. Kwantitatiewe data (digitale aanlynvraelys) en kwalitatiewe data (groepsonderhoude en semi-gestruktureerde onderhoude) is afsonderlik versamel. Hierdie data is teen die agtergrond van ’n uitgebreide literatuurstudie gestel. Die skool is doelgerig gekies as een van die loodsskole in die Slim-klaskamerprojek van die WKOD. Die deelnemers is doelgerig gekies om opvoeders en terapeute by spesiale skole vir leerders met erge intellektuele gestremdheid te verteenwoordig. In ooreenstemming met die navorsingsontwerp is data-analise statisties sowel as tematies gedoen. Bevindinge is daarna geïntegreer en tematies bespreek. Triangulasie is gebruik om die betroubaarheid en geldigheid van die navorsingsbevindings te bevestig. Drie temas het uit die bevindings na vore gekom. Die bevindings het aangedui dat sommige deelnemers aanvanklik huiwerig was om digitale tegnologie te gebruik om vaardighede vir leerders met erge intellektuele gestremdheid aan te leer. Met gereelde gebruik, opleiding en ondersteuning het hulle egter meer selfvertroue ontwikkel. Bevindinge dui op die positiewe waarde van digitale tegnologie om vaardigheidsontwikkeling vir leerders met erge intellektuele gestremdheid te bevorder. Deur die bevindinge uit die data met die literatuuroorsig te vergelyk, het die navorser verskeie aanbevelings gemaak om die gebruik van digitale tegnologie in spesiale skole te bevorder en te verbeter, met spesifieke verwysing na leerders met erge intellektuele gestremdheid. Ten slotte, as ’n uitvloei van hierdie navorsing het die navorser ’n behoefte geïdentifiseer en daarna ’n toepassing (app) vir die aanleer van verpakkingsvaardighede ontwikkel wat in beskermende (beskutte) arbeidsmarkomgewings vir leerders met erge intellektuele gestremdheid ná die voltooiing van hul skoolloopbaan nodig is. Hierdie toepassing sal later op die Google Play-aanlynwinkel beskikbaar wees, asook op ander virtuele platforms. | en_ZA |
| dc.description.version | Doctoral | |
| dc.format.extent | xviii, 334 pages ; illustrations, includes annexures | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/123538 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | |
| dc.rights.holder | Stellenbosch University | |
| dc.subject | Children with mental disabilities -- Services for -- South Africa | en_ZA |
| dc.subject | Educational technology -- Use studies -- South Africa | en_ZA |
| dc.subject | Special education -- Technological innovations -- Use studies | en_ZA |
| dc.subject | Mobile communication systems | en_ZA |
| dc.subject | Life skills -- Study and teaching -- South Africa | en_ZA |
| dc.subject | UCTD | |
| dc.title | Digitale tegnologie in die bevordering van vaardigheidsontwikkeling vir leerders met erge intellektuele gestremdheid | en_ZA |
| dc.type | Thesis | en_ZA |