Gamification technology in teaching: Exploring how mathematics teachers make use of Kahoot! Gamification to facilitate learning of probability in classrooms
- Authors: Mbete, Ayanda
- Date: 2022-10-14
- Subjects: Gamification , Kahoot! , Mathematics Study and teaching (Elementary) South Africa Eastern Cape , Probabilities , Educational technology , Rural schools South Africa Eastern Cape , Technological Pedagogical Content Knowledge , Cultural-historical activity theory
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405311 , vital:70160
- Description: This study seeks to examine the use of Kahoot! as a gamification technology in practice with Grade six teachers to explore its use in supporting the learning of Probability in Mathematics in rural primary schools. Purposive sampling was adopted wherein nine Grade six mathematics teachers from four rural primary schools in Amathole East district were selected as participants of the study. In addition, to inform this qualitative case study, an interpretive paradigm was adopted. Data was collected using semi-questionnaires, semi-structured interviews, non-participant observations, workshop discussions and reflective journals. The TPACK by Mishra & Koehler (2009) and Vygotsky’s (1978) socio-cultural theory were employed as the lenses through which all the proceedings of the study were based. The key findings indicate that integrating Kahoot! gamification technology, in the ‘Probability’ lesson, has positive consequences such as bringing fun into the classroom, enhancing learner participation, prompt feedback and offering a learner-driven approach to learning as opposed to the conventional teaching strategies. The findings also revealed that enabling and constraining factors are associated with using Kahoot! in teaching: the ICT infrastructure, teachers’ competency levels and the environment in which teaching and learning occurs. This study concluded that the use of Kahoot enhances the learning of probability in rural under-resourced primary schools. This study recommended the integration of Kahoot gamification into the mathematics curriculum. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Mbete, Ayanda
- Date: 2022-10-14
- Subjects: Gamification , Kahoot! , Mathematics Study and teaching (Elementary) South Africa Eastern Cape , Probabilities , Educational technology , Rural schools South Africa Eastern Cape , Technological Pedagogical Content Knowledge , Cultural-historical activity theory
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405311 , vital:70160
- Description: This study seeks to examine the use of Kahoot! as a gamification technology in practice with Grade six teachers to explore its use in supporting the learning of Probability in Mathematics in rural primary schools. Purposive sampling was adopted wherein nine Grade six mathematics teachers from four rural primary schools in Amathole East district were selected as participants of the study. In addition, to inform this qualitative case study, an interpretive paradigm was adopted. Data was collected using semi-questionnaires, semi-structured interviews, non-participant observations, workshop discussions and reflective journals. The TPACK by Mishra & Koehler (2009) and Vygotsky’s (1978) socio-cultural theory were employed as the lenses through which all the proceedings of the study were based. The key findings indicate that integrating Kahoot! gamification technology, in the ‘Probability’ lesson, has positive consequences such as bringing fun into the classroom, enhancing learner participation, prompt feedback and offering a learner-driven approach to learning as opposed to the conventional teaching strategies. The findings also revealed that enabling and constraining factors are associated with using Kahoot! in teaching: the ICT infrastructure, teachers’ competency levels and the environment in which teaching and learning occurs. This study concluded that the use of Kahoot enhances the learning of probability in rural under-resourced primary schools. This study recommended the integration of Kahoot gamification into the mathematics curriculum. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
An analysis of how visualisation capabilities in dynamic geometric software develop meaning-making of mathematical concepts in selected Grade 11 learners
- Authors: Mavani, Deepack Pravin
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Mathematics -- Computer programs , Mathematics -- Study and teaching (Secondary) -- South Africa -- Case studies , Mathematics -- Study and teaching -- Activity programs , Educational technology , Visualization
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/143213 , vital:38211
- Description: Visualisation plays a central role in developing mathematical ideas because it can be used to make these ideas explicit and visible, and thus has the potential to advance understanding. This study centred around the GeoGebra Literacy Initiative Project (GLIP), a teacher development initiative in Mthatha that aimed to grow and develop appropriate Information and Communication Technology (ICT) skills in teachers, to harness the teaching and learning potential of GeoGebra. GeoGebra is a dynamic geometric software package that is very interactive and makes use of powerful features to create images which can be moved around the computer screen for mathematical exploration. This research project was located within GLIP and analysed how GeoGebra applets develop conceptual and procedural understanding in selected Grade 11 learners. One aspect of GLIP was for teachers to use GeoGebra applets that they had developed themselves and implemented in their classrooms in pre-determined cycles that were aligned to the curriculum. My study specifically focused on how the selected learners made use of these applets and explored how learning had taken place in terms of developing mathematical meaning-making. This interpretive research study was designed as a case study. The case was a cohort of selected Grade 11 learners who had been taught by GLIP teachers, and my unit of analysis was the learners’ interaction with the applets. A screen capturing software package was used to capture learners’ interactions with the GeoGebra. My data consisted mainly of recorded observations and interviews. An analytical framework derived from the works of Kilpatrick, Swafford, and Findell (2001) and Carter et al. (2009) guided and informed the data analysis of the learners’ activities with the GeoGebra. The theoretical orientation of this study was constructivist learning. An in-depth analysis and detailed descriptions of the participants’ interactions enabled me to gain a comprehensive understanding of their meaning-making processes in a technological classroom context. An analysis across the participants identified distinguishable patterns or differences in the development of the learners’ mathematical proficiency and making sense of mathematical ideas. The research argued that technology enabled visualisation was a powerful tool to not only enrich mathematically activities, but to also enrich conceptual and procedural understanding. The findings recognised that exploration of, or manipulation on mathematical objects in GeoGebra was a key activity in the participants’ meaning-making process. It also enabled learners to offer self-proclaimed theories
- Full Text:
- Date Issued: 2020
- Authors: Mavani, Deepack Pravin
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Mathematics -- Computer programs , Mathematics -- Study and teaching (Secondary) -- South Africa -- Case studies , Mathematics -- Study and teaching -- Activity programs , Educational technology , Visualization
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/143213 , vital:38211
- Description: Visualisation plays a central role in developing mathematical ideas because it can be used to make these ideas explicit and visible, and thus has the potential to advance understanding. This study centred around the GeoGebra Literacy Initiative Project (GLIP), a teacher development initiative in Mthatha that aimed to grow and develop appropriate Information and Communication Technology (ICT) skills in teachers, to harness the teaching and learning potential of GeoGebra. GeoGebra is a dynamic geometric software package that is very interactive and makes use of powerful features to create images which can be moved around the computer screen for mathematical exploration. This research project was located within GLIP and analysed how GeoGebra applets develop conceptual and procedural understanding in selected Grade 11 learners. One aspect of GLIP was for teachers to use GeoGebra applets that they had developed themselves and implemented in their classrooms in pre-determined cycles that were aligned to the curriculum. My study specifically focused on how the selected learners made use of these applets and explored how learning had taken place in terms of developing mathematical meaning-making. This interpretive research study was designed as a case study. The case was a cohort of selected Grade 11 learners who had been taught by GLIP teachers, and my unit of analysis was the learners’ interaction with the applets. A screen capturing software package was used to capture learners’ interactions with the GeoGebra. My data consisted mainly of recorded observations and interviews. An analytical framework derived from the works of Kilpatrick, Swafford, and Findell (2001) and Carter et al. (2009) guided and informed the data analysis of the learners’ activities with the GeoGebra. The theoretical orientation of this study was constructivist learning. An in-depth analysis and detailed descriptions of the participants’ interactions enabled me to gain a comprehensive understanding of their meaning-making processes in a technological classroom context. An analysis across the participants identified distinguishable patterns or differences in the development of the learners’ mathematical proficiency and making sense of mathematical ideas. The research argued that technology enabled visualisation was a powerful tool to not only enrich mathematically activities, but to also enrich conceptual and procedural understanding. The findings recognised that exploration of, or manipulation on mathematical objects in GeoGebra was a key activity in the participants’ meaning-making process. It also enabled learners to offer self-proclaimed theories
- Full Text:
- Date Issued: 2020
The role of principals in supporting the use of ICT for teaching and learning in five primary schools in the Amathole West District, Eastern Cape
- Authors: Sazi, Ndileka Christina
- Date: 2022-06
- Subjects: Computer-assisted instruction , Educational technology , Internet in education
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/27876 , vital:70237
- Description: While some South African policies such as E-Education Policy of 2004 advocate for use of Information and Communication Technology in teaching and learning in schools as a strategy to meet the needs of the 21st Century and for improving the quality of educational outcomes. Principals as school leaders and managers ought to play a pivotal role in making links with different stakeholders to provide an enabling environment for learning as outlined in the South African Standards for Principal ship of 2015. This study sought how Principals are supporting the use of ICT for teaching and learning in five primary schools in the Amathole West District, Eastern Cape. The study was guided by Lee’s (2000) framework on technological leadership. The study was grounded in interpretive paradigm, employing qualitative approach to elicit Principals’ insights on ICT support approaches they employed in their respective workstations. Each of the five Principals was conveniently selected and participated in semi structured interviews, school plans and inventories corroborating findings from interviews. Principals heavily relied on the Department of Basic Education to provide ICT infrastructure and related tools. The study recommends that ICT leadership be a component of Principals’ continuous professional development plans. Approaches for supporting teachers and provision of workshops by the Department of basic education, but little encouragement on forming communities of practice within and outside the school as promoted by SASP. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
- Authors: Sazi, Ndileka Christina
- Date: 2022-06
- Subjects: Computer-assisted instruction , Educational technology , Internet in education
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/27876 , vital:70237
- Description: While some South African policies such as E-Education Policy of 2004 advocate for use of Information and Communication Technology in teaching and learning in schools as a strategy to meet the needs of the 21st Century and for improving the quality of educational outcomes. Principals as school leaders and managers ought to play a pivotal role in making links with different stakeholders to provide an enabling environment for learning as outlined in the South African Standards for Principal ship of 2015. This study sought how Principals are supporting the use of ICT for teaching and learning in five primary schools in the Amathole West District, Eastern Cape. The study was guided by Lee’s (2000) framework on technological leadership. The study was grounded in interpretive paradigm, employing qualitative approach to elicit Principals’ insights on ICT support approaches they employed in their respective workstations. Each of the five Principals was conveniently selected and participated in semi structured interviews, school plans and inventories corroborating findings from interviews. Principals heavily relied on the Department of Basic Education to provide ICT infrastructure and related tools. The study recommends that ICT leadership be a component of Principals’ continuous professional development plans. Approaches for supporting teachers and provision of workshops by the Department of basic education, but little encouragement on forming communities of practice within and outside the school as promoted by SASP. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
Pedagogic videos as a foreign language learning resource in textbooks used in the German studies section of a South African university: A digital multimodal discourse perspective
- Authors: Schafli, Sasha-Lee
- Date: 2021-04
- Subjects: Language and languages Study and teaching Audio-visual aids , Educational technology , Media programs (Education) , German language Study and teaching Foreign speakers Audio-visual aids , Visual learning , Rhodes University , German language Discourse analysis , Digital multimodal discourse analysis
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/10962/177087 , vital:42789 , http://doi.org/10.21504/10962/113934
- Description: Video is a prominent teaching and learning tool within foreign language (FL) textbook media packages in the 21st century. While studies undertaken in the Global North highlight that video materials in the FL classroom have the potential to influence learning and cultural knowledge acquisition, there is a lack of research on the manner in which pedagogically designed videos influence adult FL learning and cultural knowledge acquisition in a South African context. In this study, I explore the opportunities and challenges in terms of language learning and cultural knowledge acquisition that arise from three pedagogic videos in the Menschen A1 textbook which is used in teaching students registered for the German Studies 1 course at Rhodes University. I compare and contrast two sets of data to examine the relationship between pedagogic video and student knowledge acquisition: the results of a digital multimodal discourse analysis (DMDA) of these videos, and questionnaires and transcriptions collected from semi-structured group interviews with German Studies 1 students. These questionnaires and transcriptions were analysed thematically. Findings in terms of the language learning experience indicate that actor over-exaggeration and visual aids assist students when learning German at this level with this type of video. However, these visual aids can be distracting and confusing without balanced representation and contextual information. Differences between videos in terms of speech rate seem to affect students’ perceptions of their ability to comprehend the videos. Students reported forming only positive impressions of German culture(s) on the basis of the videos. In general, students find Germans portrayed as friendly and helpful in the videos. The results of this investigation provide recommendations for the optimal use of this type of teaching and learning resource, for example, teachers/ lecturers/ facilitators should allow for focus group discussions on cultural discourse to occur in order to balance stereotype formation and should consider the speech rate of videos for language learning. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Schafli, Sasha-Lee
- Date: 2021-04
- Subjects: Language and languages Study and teaching Audio-visual aids , Educational technology , Media programs (Education) , German language Study and teaching Foreign speakers Audio-visual aids , Visual learning , Rhodes University , German language Discourse analysis , Digital multimodal discourse analysis
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/10962/177087 , vital:42789 , http://doi.org/10.21504/10962/113934
- Description: Video is a prominent teaching and learning tool within foreign language (FL) textbook media packages in the 21st century. While studies undertaken in the Global North highlight that video materials in the FL classroom have the potential to influence learning and cultural knowledge acquisition, there is a lack of research on the manner in which pedagogically designed videos influence adult FL learning and cultural knowledge acquisition in a South African context. In this study, I explore the opportunities and challenges in terms of language learning and cultural knowledge acquisition that arise from three pedagogic videos in the Menschen A1 textbook which is used in teaching students registered for the German Studies 1 course at Rhodes University. I compare and contrast two sets of data to examine the relationship between pedagogic video and student knowledge acquisition: the results of a digital multimodal discourse analysis (DMDA) of these videos, and questionnaires and transcriptions collected from semi-structured group interviews with German Studies 1 students. These questionnaires and transcriptions were analysed thematically. Findings in terms of the language learning experience indicate that actor over-exaggeration and visual aids assist students when learning German at this level with this type of video. However, these visual aids can be distracting and confusing without balanced representation and contextual information. Differences between videos in terms of speech rate seem to affect students’ perceptions of their ability to comprehend the videos. Students reported forming only positive impressions of German culture(s) on the basis of the videos. In general, students find Germans portrayed as friendly and helpful in the videos. The results of this investigation provide recommendations for the optimal use of this type of teaching and learning resource, for example, teachers/ lecturers/ facilitators should allow for focus group discussions on cultural discourse to occur in order to balance stereotype formation and should consider the speech rate of videos for language learning. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2021
- Full Text:
- Date Issued: 2021-04
Exploring senior phase teachers’ use of Kahoot! Gamification as a formative assessment tool to scaffold mathematical understanding
- Authors: Balele, Silence
- Date: 2024-04
- Subjects: Kahoot! Algebra by DragonBox , Mathematics Computer-assisted instruction , Pedagogical content knowledge , Mathematics Study and teaching (Secondary) South Africa , Gamification , Educational technology , Mathematics teachers Training of South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423891 , vital:72102
- Description: In South Africa, digital technology, particularly gamification, continues to become an important teaching and learning tool. Its importance lies in scaffolding mathematical understanding, improving the quality of assessment, and developing twenty-first-century technological skills for effective mathematics assessment. To explore this importance, senior phase mathematics teachers are encouraged to adopt gamification technology such as Kahoot! in assessment. The study adopted a case study research design with a interpretivist research paradigm, as this method allows detailed exploration and understanding of a specific context through a close connection with the participants. Data was collected using semi-structured questionnaires, focus group interviews, non-participant observations, and reflective journals. The research involved ten purposively selected senior-phase mathematics teachers from two schools in the Sarah Baartman District, Eastern Cape Province, South Africa. The study drew upon Vygoysky's Sociocultural Theory for its theoretical framework, while the Technological, Pedagogical, and Content Knowledge was used for analysis. The data analysis pursued an inductive approach. Adopting a thematic analysis included coding participant responses, organizing codes into concepts and categories, and developing a theoretical framework from the resultant categories. A four-phase process was involved: coding, conceptualizing, categorizing, and theorizing, was employed. This process and using NVivo software for data organization and management helped identify patterns, themes, and significant concerns surrounding the study's core subject. The findings from the study were as follows: Firstly, it was revealed that most teachers have a positive perception and attitude towards using Kahoot! for formative assessment, believing that it enhances teaching and learning quality. However, they showed scepticism due to insufficient Information and Communication Technologies knowledge and training. Second, teachers' pedagogical and technological experiences were predominantly enjoyable. Kahoot! was accepted as beneficial for promoting collaboration, interaction, and immediate feedback. Third, the study identified enabling and constraining factors in using Kahoot! for formative assessment. The enabling factors include Kahoot!, which was convenient and accessible, promoted immediate feedback and fostered collaboration and interaction. The constraining factors include Information and Communication Technologies and network interference, which posed limitations. The research concluded that Kahoot! as a platform for formative assessment indeed scaffold mathematical understanding. The study recommends increasing teachers' access to educational technology, incorporating continuous professional development programs, providing subject-specific training, and encouraging teachers to adapt to emerging technologies. The study also provided recommendations for future research to explore learner perceptions, employ a mixed methods approach to help quantify learner performance and investigate the pedagogical and technological experiences of senior phase mathematics teachers regarding formative assessment. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Balele, Silence
- Date: 2024-04
- Subjects: Kahoot! Algebra by DragonBox , Mathematics Computer-assisted instruction , Pedagogical content knowledge , Mathematics Study and teaching (Secondary) South Africa , Gamification , Educational technology , Mathematics teachers Training of South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423891 , vital:72102
- Description: In South Africa, digital technology, particularly gamification, continues to become an important teaching and learning tool. Its importance lies in scaffolding mathematical understanding, improving the quality of assessment, and developing twenty-first-century technological skills for effective mathematics assessment. To explore this importance, senior phase mathematics teachers are encouraged to adopt gamification technology such as Kahoot! in assessment. The study adopted a case study research design with a interpretivist research paradigm, as this method allows detailed exploration and understanding of a specific context through a close connection with the participants. Data was collected using semi-structured questionnaires, focus group interviews, non-participant observations, and reflective journals. The research involved ten purposively selected senior-phase mathematics teachers from two schools in the Sarah Baartman District, Eastern Cape Province, South Africa. The study drew upon Vygoysky's Sociocultural Theory for its theoretical framework, while the Technological, Pedagogical, and Content Knowledge was used for analysis. The data analysis pursued an inductive approach. Adopting a thematic analysis included coding participant responses, organizing codes into concepts and categories, and developing a theoretical framework from the resultant categories. A four-phase process was involved: coding, conceptualizing, categorizing, and theorizing, was employed. This process and using NVivo software for data organization and management helped identify patterns, themes, and significant concerns surrounding the study's core subject. The findings from the study were as follows: Firstly, it was revealed that most teachers have a positive perception and attitude towards using Kahoot! for formative assessment, believing that it enhances teaching and learning quality. However, they showed scepticism due to insufficient Information and Communication Technologies knowledge and training. Second, teachers' pedagogical and technological experiences were predominantly enjoyable. Kahoot! was accepted as beneficial for promoting collaboration, interaction, and immediate feedback. Third, the study identified enabling and constraining factors in using Kahoot! for formative assessment. The enabling factors include Kahoot!, which was convenient and accessible, promoted immediate feedback and fostered collaboration and interaction. The constraining factors include Information and Communication Technologies and network interference, which posed limitations. The research concluded that Kahoot! as a platform for formative assessment indeed scaffold mathematical understanding. The study recommends increasing teachers' access to educational technology, incorporating continuous professional development programs, providing subject-specific training, and encouraging teachers to adapt to emerging technologies. The study also provided recommendations for future research to explore learner perceptions, employ a mixed methods approach to help quantify learner performance and investigate the pedagogical and technological experiences of senior phase mathematics teachers regarding formative assessment. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
A model for speech-driven lesson summary generation in a noisy educational environment
- Authors: Blunt, Phillip John
- Date: 2024-04
- Subjects: Automatic speech recognition , Speech processing systems , Educational technology
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/64500 , vital:73741
- Description: The application of Automatic Speech Recognition (ASR) technology for generating lesson transcripts and closed captions in the classroom has shown to improve the learning experience of people in disadvantaged student groups. This dissertation proposes a concept model for applying ASR technology in the educational environment for lesson transcription or closed captioning. The model aims further to bolster students’ secondary contact with the lesson content using keyword identification and subsequent association to generate a summary of the educator’s key points with reference to known course content material. To reinforce this concept, three core theoretical areas are discussed in this work, namely the existing applications of ASR technology in the classroom, the prominent machine-learning solutions that are capable of performing ASR, either for keyword spotting or for continuous speech recognition, and finally, the speech enhancement techniques used to mitigate the negative effects of environmental noise in the educational space. After a groundwork investigation into these three core theoretical areas, an initial model was created for incorporating an ASR system into the educational environment using the speech of the educator to drive the process of generating the lesson summary. After analysis for prototype development, the feasibility of developing a keyword-spotting system using South African speech data to train a machine-learning model revealed a number of challenges. Hence, it was decided that it would be more appropriate to implement a cloud-based ASR solution to establish proof of concept in a prototype system. In addition, the advent of a cloud-based ASR solution meant that a more reliable lesson transcript could be generated and, as a result, the direction of this work could move towards exploiting the utility provided by lesson transcription to generate a meaningful lesson summary. An initial prototype implementation was then developed based on the initial model using a cloud-based ASR approach. The final model presented in this work makes use of keyword identification in the transcription process, in collaboration with a course content database to identify known, educator-defined keyword terms during a lesson that are tied to relevant course content items for the specified lesson. As the model or prototype was improved and adapted, its counterpart was modified appropriately, ensuring that each reflected both the theoretical and practical aspects of the other. After a series of improvement cycles, a final version of the model was ascertained, supported by a performance evaluation of an acceptable prototype system. Ultimately, the prototype proved capable of generating a lesson summary, presented to students to bolster secondary contact with lesson content. This lesson summary provides students with a lesson transcript, but also helps them to monitor educator-defined keyword terms, their prevalence as communicated in the lesson by the educator, and their associations with educator-defined sections of course content. The prototype was developed with a modular approach so that its speech recognition component was interchangeable between CMU’s Sphinx and Google Cloud’ Speech-to-Text speech recognition systems, both accessed via a cloud-based programming library. In addition to the ASR module, noise injection, cancellation and reduction were also introduced to the prototype as a speech enhancement module to demonstrate the effects of noise on the prototype. The prototype was tested using different configurations of speech recognition- and speech enhancement techniques to demonstrate the change in accuracy of lesson summary generation. Proof of concept was established using the Google Cloud Continuous Speech Recognition System, which prevailed over CMU’s Sphinx and enabled the prototype to achieve 100,00% accuracy in keyword identification and subsequent association on noise-free speech, contrasted with a 96,93% accuracy in keyword identification and subsequent association on noise-polluted speech when applying noise cancellation. , Thesis (MIT) -- Faculty of Engineering, the Built Environment, and Technology, School of Information Technology, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Blunt, Phillip John
- Date: 2024-04
- Subjects: Automatic speech recognition , Speech processing systems , Educational technology
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/64500 , vital:73741
- Description: The application of Automatic Speech Recognition (ASR) technology for generating lesson transcripts and closed captions in the classroom has shown to improve the learning experience of people in disadvantaged student groups. This dissertation proposes a concept model for applying ASR technology in the educational environment for lesson transcription or closed captioning. The model aims further to bolster students’ secondary contact with the lesson content using keyword identification and subsequent association to generate a summary of the educator’s key points with reference to known course content material. To reinforce this concept, three core theoretical areas are discussed in this work, namely the existing applications of ASR technology in the classroom, the prominent machine-learning solutions that are capable of performing ASR, either for keyword spotting or for continuous speech recognition, and finally, the speech enhancement techniques used to mitigate the negative effects of environmental noise in the educational space. After a groundwork investigation into these three core theoretical areas, an initial model was created for incorporating an ASR system into the educational environment using the speech of the educator to drive the process of generating the lesson summary. After analysis for prototype development, the feasibility of developing a keyword-spotting system using South African speech data to train a machine-learning model revealed a number of challenges. Hence, it was decided that it would be more appropriate to implement a cloud-based ASR solution to establish proof of concept in a prototype system. In addition, the advent of a cloud-based ASR solution meant that a more reliable lesson transcript could be generated and, as a result, the direction of this work could move towards exploiting the utility provided by lesson transcription to generate a meaningful lesson summary. An initial prototype implementation was then developed based on the initial model using a cloud-based ASR approach. The final model presented in this work makes use of keyword identification in the transcription process, in collaboration with a course content database to identify known, educator-defined keyword terms during a lesson that are tied to relevant course content items for the specified lesson. As the model or prototype was improved and adapted, its counterpart was modified appropriately, ensuring that each reflected both the theoretical and practical aspects of the other. After a series of improvement cycles, a final version of the model was ascertained, supported by a performance evaluation of an acceptable prototype system. Ultimately, the prototype proved capable of generating a lesson summary, presented to students to bolster secondary contact with lesson content. This lesson summary provides students with a lesson transcript, but also helps them to monitor educator-defined keyword terms, their prevalence as communicated in the lesson by the educator, and their associations with educator-defined sections of course content. The prototype was developed with a modular approach so that its speech recognition component was interchangeable between CMU’s Sphinx and Google Cloud’ Speech-to-Text speech recognition systems, both accessed via a cloud-based programming library. In addition to the ASR module, noise injection, cancellation and reduction were also introduced to the prototype as a speech enhancement module to demonstrate the effects of noise on the prototype. The prototype was tested using different configurations of speech recognition- and speech enhancement techniques to demonstrate the change in accuracy of lesson summary generation. Proof of concept was established using the Google Cloud Continuous Speech Recognition System, which prevailed over CMU’s Sphinx and enabled the prototype to achieve 100,00% accuracy in keyword identification and subsequent association on noise-free speech, contrasted with a 96,93% accuracy in keyword identification and subsequent association on noise-polluted speech when applying noise cancellation. , Thesis (MIT) -- Faculty of Engineering, the Built Environment, and Technology, School of Information Technology, 2024
- Full Text:
- Date Issued: 2024-04
Technological pedagogical content knowledge development: investigating secondary school teachers' integration and use of technology during emergency remote teaching in Endola education circuit
- Authors: Munyanyo, Johanna
- Date: 2023-10
- Subjects: Pedagogical content knowledge , Social distancing (Public health) and education , Distance teaching , Educational technology , Technological Pedagogical Content Knowledge
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423882 , vital:72101
- Description: The Covid-19 pandemic has created the largest disruption of education systems in human history. The closure of schools and other learning spaces has impacted billions of learners worldwide. The mitigative measures and many new standard operating procedures have brought restrictions and many challenges. The face-to-face traditional teaching method lost its value, and teaching shifted to distance through the integration of technologies. The integration of technologies necessitated the emergency remote teaching process, as it is one of the distance teaching modes that can make teaching possible even for less technologically privileged nations. Literature has shown that the integration and usage of technology during teaching support the development of technological pedagogical and content knowledge (TPACK) of teachers. This study, therefore, sought to investigate how the integration and use of technology during the emergency remote teaching of Covid-19 developed the secondary school teachers’ technological pedagogical and content knowledge. The study is underpinned by an interpretive paradigm, and a qualitative case study approach was employed. It was conducted in seven secondary schools in the Endola education circuit, Ohangwena region, with the purposeful participation of twenty-six secondary school teachers. Data was collected using semi-structured questionnaires and semi-structured interviews. The study was informed by Vygotsky’s (1978) sociocultural theory together with the TPACK framework of Thompson and Mishra (2007) as both theoretical and analytical frameworks. The study's results showed that teachers made use of existing technological resources to sustain their teaching efforts during ERT. They encountered various challenges, including a lack of technological expertise (knowledge) among both teachers and learners. The shift to virtual instruction during ERT supported teachers in developing proficient technological pedagogical content knowledge. This research concludes that schools possess the necessary technological infrastructure to enable teachers to incorporate technology into their teaching methods. Furthermore, it highlights that teachers generally hold favourable attitudes toward integrating technology into their instruction. Nevertheless, it recommends that there is a need for improving both in-service and pre-service teachers’ training and support for effectively teaching in online and blended learning environments. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10
- Authors: Munyanyo, Johanna
- Date: 2023-10
- Subjects: Pedagogical content knowledge , Social distancing (Public health) and education , Distance teaching , Educational technology , Technological Pedagogical Content Knowledge
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423882 , vital:72101
- Description: The Covid-19 pandemic has created the largest disruption of education systems in human history. The closure of schools and other learning spaces has impacted billions of learners worldwide. The mitigative measures and many new standard operating procedures have brought restrictions and many challenges. The face-to-face traditional teaching method lost its value, and teaching shifted to distance through the integration of technologies. The integration of technologies necessitated the emergency remote teaching process, as it is one of the distance teaching modes that can make teaching possible even for less technologically privileged nations. Literature has shown that the integration and usage of technology during teaching support the development of technological pedagogical and content knowledge (TPACK) of teachers. This study, therefore, sought to investigate how the integration and use of technology during the emergency remote teaching of Covid-19 developed the secondary school teachers’ technological pedagogical and content knowledge. The study is underpinned by an interpretive paradigm, and a qualitative case study approach was employed. It was conducted in seven secondary schools in the Endola education circuit, Ohangwena region, with the purposeful participation of twenty-six secondary school teachers. Data was collected using semi-structured questionnaires and semi-structured interviews. The study was informed by Vygotsky’s (1978) sociocultural theory together with the TPACK framework of Thompson and Mishra (2007) as both theoretical and analytical frameworks. The study's results showed that teachers made use of existing technological resources to sustain their teaching efforts during ERT. They encountered various challenges, including a lack of technological expertise (knowledge) among both teachers and learners. The shift to virtual instruction during ERT supported teachers in developing proficient technological pedagogical content knowledge. This research concludes that schools possess the necessary technological infrastructure to enable teachers to incorporate technology into their teaching methods. Furthermore, it highlights that teachers generally hold favourable attitudes toward integrating technology into their instruction. Nevertheless, it recommends that there is a need for improving both in-service and pre-service teachers’ training and support for effectively teaching in online and blended learning environments. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
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- Date Issued: 2023-10
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