Technical and vocational education and training students' experiences with information and communication technologies integration in their inclusive classrooms

Abstract

This qualitative interpretive case study focused on experiences of Technical and Vocational Education and Training college students with Information and Communication Technologies integration in their inclusive classrooms. Students’ experiences were viewed and interpreted through the lens of Social Cognitive Theory as theoretical framework. Purposive sampling was used to select students, including those living with disabilities, at a college in Johannesburg. Data was collected using interviews, focus group, document analysis and field notes. Thematic Analysis was applied and themes that emerged were students’ agentic perspective; fundamental capabilities; behavioural perceptions; academic performance; challenges; benefits; perceptions about lecturers’ capabilities to model usage and facilitate effective integration; and views on guidelines for effective integration. The findings indicated that students believed that integration transformed and positively influenced their learning experiences even though there were still gaps to be closed. Recommendations included formation of a dyad, facilitation of a dialogue and upgrade of skills and resources. Recommendations could be used to review NCV and NATED programmes.

Lolu cwaningo olusezingeni lokuhumusha kwesigameko lugxile ebungcwetini babafundi basekolishi leMfundo yezoBuchwepheshe nezaMakhono nokuQeqeshwa ngokuhlanganiswa koLwazi lwezoBuchwepheshe nezoKuxhumana emakilasini wabo abandakanya wonke umuntu. Ubungcweti babafundi bubukwe futhi bahunyushwa ngeso leNkolelo yezeNhlalo nokuQonda njengohlaka lomcabango. Ukusampula okunenhloso kusetshenzisiwe ukukhetha abafundi, kanye nalabo abaphila nokukhubazeka, ekolishi eliseGoli. Idatha yaqoqwa ngokusebenzisa izingxoxo, iqembu lokugxila, ukuhlaziywa kwemibhalo kanye namanothi enkambu. Inhlaziyo yezingqikithi isetshenzisiwe futhi yaveza izingqikithi ezingumbono ngokwenza kwabafundi; amakhono ayisisekelo; imibono yokuziphatha; izinga lokusebenza kwezemfundo; izinselelo; izinzuzo; imibono ngamakhono abafundisi okumodela ukusetshenziswa kanye nokusiza ukuhlanganiswa okusebenzayo; nemibono yemihlahlandlela yokuhlanganiswa okusebenzayo. Okutholakele kukhombise ukuthi abafundi bakholelwa ukuthi ukuhlanganiswa kuguqulile futhi kwaba nomthelela omuhle ebungcwetini babo bokufunda yize noma zisekhona izikhala okufanele zivalwe. Izinhlongozo eziphakamisiwe zifaka ukwakhiwa kwe-dyad, ukwenza lula inkulumompendulwano, nokuthuthukiswa kwamakhono nezinsizakusebenza. Lezi zinhlongozo eziphakamisiwe zingasetshenziswa ukubuyekeza izinhlelo ze-NCV neze-NATED.

Die kwalitatiewe interpretatiewe gevallestudie het gefokus op die ervaringe van studente aan Kolleges vir Tegniese en Beroepsgerigte Onderwys en Opleiding met geïntegreerde Informasie- en Kommunikasietegnologieë in hul inklusiewe klaskamers. Studente se ervaringe is beskou en geïnterpreteer vanuit die hoek van die Sosiale Kognitiewe Teorie as teoretiese raamwerk. ʼn Doelgerigte steekproef is gebruik om studente te selekteer by ʼn kollege in Johannesburg. Dit het studente met gestremdhede ingesluit. Data is versamel deur gebruik te maak van onderhoude, fokusgroepe, dokumentanalise en veldnotas. Tematiese Analise is toegepas en temas wat na vore gekom het was studente se agentiese perspektief; fundamentele vermoëns; persepsies rondom gedrag; akademiese prestasie; uitdagings; voordele; persepsies rondom lektore se vermoëns om gebruik te modelleer en effektiewe integrasie te fasiliteer; en beskouinge rondom riglyne vir effektiewe integrasie. Die bevindinge het aangedui dat studente geglo het dat integrasie hul leerervaringe getransformeer en positief beïnvloed het, selfs al was daar steeds gapings om te oorbrug. Aanbevelings het ingesluit die skepping van’n tweetal, die fasilitering van dialoog en die opgradering van vaardighede en hulpbronne. Aanbevelings kon gebruik word om NSB- en NGTOD-programme te hersien.