Furthermore, it represents my own opinions and not necessarily those of the Cape Peninsula University of Technology. 53 TABLE 4: EXAMPLE OF USING THE CODE FOR INTERVIEW DATA BY BLADERGROEN ET AL.
- I NTRODUCTION
- B ACKGROUND TO THE RESEARCH PROBLEM
- Social construction of ICT
- Cultural construction of ICT
- Symbolic construction of ICT
- Towards defining a research problem
- R ATIONALE
- The role of the South African education sector in ICT for development
- The intellectual puzzle
- P URPOSE AND OBJECTIVES OF THE R ESEARCH
- S TATEMENT OF RESEARCH PROBLEM AND QUESTIONS
- L IMITATIONS , SCOPE AND DELINEATION
- E THICAL CONSIDERATIONS
In fact, no symbolic interaction research has been conducted on ICT adoption in the context of VET in South Africa. It is against the background of the social, cultural and symbolic contexts examined against the background of the research problem that I try to understand the intellectual puzzle.
S TRUCTURE
The review presents the most important theoretical considerations of the interactionist paradigm and photoelicitation methodology. The literature coverage is central, focusing only on seminal articles and influential authors (listed above) in the field of symbolic interactionism.
S YMBOLIC I NTERACTIONISM
- A theoretical framework of symbolic interactionism
- Methodological principles
- Varying methodological stances
- Symbolic power
- The symbolism of anthropomorphism
- Symbolic interactionism and human computer interaction
The principle recommends that interactors grasp the nature of the self, that is, that the interactor takes into account the role of the participant (“acting other”) in the natural social environment. Prasad discusses an unconventional approach to the symbolic construction of ICT, namely the "symbolism of anthropomorphism."
S YMBOLIC I NTERACTIONISM AND ICT ADOPTION
- ICT in education policy
- Domestication
- Symbolism and meaning
- Institutional and cultural contexts
- Roles and identity
Many studies have investigated the educational value of ICT in South African HOI (Czerniewicz, 2005; Bladergroen et al., 2012). However, teachers feel powerless due to insufficient support, which limits the full potential of ICT innovation (Bladergroen et al., 2012).
P HOTO - ELICITATION AND SYMBOLIC INTERACTIONISM
- Method and study
- Methodological foundation(s)
- Meanings
- Power relations
- Interviews with and without photographs
Therefore, giving meaning takes place (1) at the place where the participant captured the image, (2) during the participant's interpretation of the image itself and (3) during "audiencing" (Rose, 2001:32). At the same time, it removes the power barrier as it "decenters the authority of the researcher". Participant-led visual data production” that occurs naturally in the absence of the researcher, reduces the intrusive presence of the researcher (Mannay, 2013).
Depending on the socioeconomic background of the participant, a researcher may need to purchase cameras for the participants.
C HAPTER SUMMARY
In a socio-economic environment where participants own digital cameras and smart phones with built-in cameras, the photo-taking technique may be financially feasible for the researcher. The decreasing cost of technological devices such as digital cameras and smart phones makes the option even more substantial (Packard: 2008:6). The literature highlights the importance of research projects in the VET sector, considering the challenges that remain in government ICT for education policy frameworks.
- P HILOSOPHICAL ASSUMPTIONS
- D ELINEATION
- S ETTINGS AND PARTICIPANTS
- E THICAL CONSIDERATIONS
- D ATA COLLECTION
- D ATA ANALYSIS
- S UMMARY
The debriefing session included a verbal explanation of the project agenda as specified in the participant information sheet (Appendix A), photography technique and ethical factors. Hence my attempt to test and match the integrity of the code in "Phase 2" above with the participant data from the study Bladergroen et al. (2012). Informed by past research (Bogdan & Biklin, 2007; Thomas, 2010; Loots, 2011), I extend and attempt to understand the interpretivist paradigm in the opening of this chapter.
I conclude this chapter with an extended analysis of the themes extracted from participants' visual data.
ICT USER TYPES
It's such an effective way to communicate with students, but what happens in our college marketing department. At the beginning of the interview, I asked Desdemona to give a brief overview of her duties as a TVET2 lecturer. I believe that observations and reflexivity I report of the two user types in the educational context are valuable to the research study, and I also deem it necessary "fieldwork" (Whitehead, 2005).
I have glimpsed the multifaceted thoughts, attitudes and symbolism of digital technology in the environment of TVET teachers.
T HE GENERAL USE OF ICT IN EDUCATION
Although they do not view ICT negatively, they "swell in the negative attributes" and "have a distrust of ICT" based on. It is in the following sections: the general use of ICT in education and emerging themes that I rigorously address the research gap. We must not only give lectures; we must allow the students to participate in the class.
We should not just lecture; we should let the students participate in the lesson.” (Desdemona, TVET2).
E MERGING THEMES
To further strengthen and consolidate the truth of this practical and theoretical comparison, Desdemona's expression "It is a dream for my class" points to Blumer's claim that behavior of action forms is limited "to an inner life of dreaming".
A PPRECIATION
- Support
- Structure, order and creativity
I don't know what the creator did to make it, but the end product is amazing. I don't know how the creator got it like that; I have no knowledge of ceramics. One aspect of the "identity standard" is reflected in the following statement by Emilia: "Although I do not understand the mechanical processes of a computer, I appreciate the value that computers provide."
That's how I want it to be, but I don't have the knowledge to sort it out (Viola, TVET1).
F RUSTRATION
- Lack of knowledge
- Limited support
They quickly show me what I have to do" (Hermia, TVET2); "The challenges are more, the quality of the route I follow is lacking, because for example I don't have the knowledge you have." (Emilia, TVET1). This is the sign on Swartberg Pass which is also the turnoff commonly known as "Die Hel". We say: "Come study..come study..come study at our college!" The student only has a classroom, a toilet and a cafeteria that isn't even a cafeteria.
Therefore, this picture… it frustrates me, because it is not in favor of the student.
P ERSEVERANCE
In order to understand the computer and become able to use it better, you need to practice' (Hermia, TVET2). However, when it comes to the parts where you have to slide in, you don't know how… you did it with someone else's help. Educators' inability to keep up with "increasingly sophisticated technology" (Bladergroen et al) threatens inertia: "Suddenly I don't understand this new program" (Hermia, TVET2).
The computer is a miracle for me, which I don't understand at all... but not at all, I'm exaggerating.
R ESEARCH LIMITATIONS
Furthermore, the context is essential and relevant only to the TVET educators in this particular. Thus, educator's meanings and identities, if a similar study is carried out in the future based on the outcomes of these projects, may be different from those produced in this thesis. All the participants, with the exception of one, chose to respond to the interview questions in their native language.
Therefore, some interpretation and meaning within this specific context may have been lost when translating into English.
R EFLECTIONS : THEMES AND MEANING
Another limitation is that participants often expressed their general views, experiences and beliefs towards ICT. To prevent this, more questions were needed to guide the responses so that they were relevant to this particular research inquiry. In addition, I conducted short follow-up interviews with the participants to verify the content of their responses.
Descriptions, experiences and other characteristics that stand out in teachers who fit the Guardians and Traditionalists user types are reciprocal with ICT meanings interpreted from the theme of frustration.
A DDRESSING THE INTELLECTUAL PUZZLE
The type of scenarios or events they have photographed, and their interpretation of them, are representative of the actions they take to express their diverse views and meanings. I argued that educators of the same user type have similar ICT behavioral traits and beliefs. Highlight how educators are acutely aware of the digital divide in the context of South African higher education.
An argument central to this study is that implementers should not introduce technology to educators without proper understanding of the symbolic meanings they assign to ICT.
C ONCLUDING THOUGHTS
She is a priest; she performs well and gets far in life without computer training. I also know that there are many other students, because we don't offer computer education as a subject on our course, who most likely won't get that far because they don't get the opportunity to do a computer education on their own. It makes me sad about our program, it feels like we have plenty that pass, but how many of them can go and take that training.
Educators are right to argue that ICT education should be included in academic programmes, especially as ICT skills are a necessity to secure future employment.
T HE WAY FORWARD
My father told me that he went to London in the late 50s to look at the first computer. Yes, you can produce such a good end product in the academic world, or in the way you transfer knowledge in your teaching methods. I want to make a similar argument in the context of ICT use by educators: instead of only making ICT available in the institution, educators should be approached and asked how ICT should be implemented to make teaching and learning easy for both educator and student.
It will be homework; go home, find a computer, go to the library... If they can do it right away in class, I can put it into a lesson and build on it.
F UTURE RESEARCH DIRECTIONS
A Study in South Africa and Nigeria', International Journal of Education and Development Using Information and Communication Technology, 1(3), p. 2012) THEMATIC ANALYSIS: A CRITICAL REVIEW OF ITS PROCESS AND EVALUATION. In WEI International European Academic Conference. A critical analysis', International Journal of Education and Development using Information and Communication Technology (IJEDICT), 8(2), p. 1969) Symbolic Interaction: Perspective and Method. 2005) 'Uses of information and communication (ICT) in teaching and learning in South African higher education practices in the Western Cape', Perspectives in Education, 23(4), p. 2008) Informed Consent in Visual Research, Manchester: University of Manchester.
Development', International Journal of Qualitative Methods, 5(1), p. 2006) 'Symbolic Interactionism, Inequality, and Emotions', in Stets, J.E. ed.). The Journal of Experiential Education, 27 (3), p. 2011) Teachers' implementation of an asset-based intervention for school-based psychosocial support. A Study of the Impact of ICT Implementation on Teaching and Learning in Hong Kong', Informatics in Education, 5(2), p. 2003) Interpretive Research Paradigms: Points of Difference, Auckland: Auckland University of Technology.
