Conference Presentations

Osode, J.I. & Lautenbach, G. (2021). Attitudes and Behavioural Intention of Academic Staff regarding Learning Management Systems at selected Nigerian Universities. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 59-68). United States: Association for the Advancement of Computing in Education (AACE). Available at: https://www.learntechlib.org/primary/p/219639/.

Schutte, P., Durandt, R. & Lautenbach, G. (2021). The Role of ICTs in Collaboration During the COVID-19 School Year. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 280-284). United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 21, 2021 from https://www.learntechlib.org/primary/p/219669/.

Spangenberg, E. (2021, July 14-16). Mathematics pre-service teachers’ views about the affordances of a flipped classroom towards their professional development. In Z. Jojo, & M. Du Plooy (Eds). Developing Equitable Mathematical Teaching and Learning Practices that Empower Teachers and Learners in the 4IR Era. Paper presented virtually at the 26th Annual National Congress of the Association for Mathematics Education (AMESA), South Africa (pp.). Johannesburg, SA: AMESA. ISBN 978-0-620-94779-4.

Spangenberg, E. (2021, July 14-16). The influence of wording in a mathematics assessment activity on performance. In Z. Jojo, & M. Du Plooy (Eds). Developing Equitable Mathematical Teaching and Learning Practices that Empower Teachers and Learners in the 4IR Era. Paper presented virtually at the 26th Annual National Congress of the Association for Mathematics Education (AMESA), South Africa (pp. 393–403). Johannesburg, SA: AMESA. ISBN 978-0-620-94779-4.

Lautenbach, G. & Randell, N. (2020). World, interrupted: Online learning in the time of a pandemic. In Proceedings of EdMedia + Innovate Learning (pp. 65-72). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE. Available at: https://www.learntechlib.org/p/217286/

Ubah, I.J.A., & Spangenberg, E. (2020, October 20-21). Prospective Mathematics Teachers Perception of Online Education in Mathematics Education Modules: Insight from COVID-19 Pandemic Era. In M. Motseke, M. Chitiyo, U.I. Ogbonnaya, O.C. Dada, & G. Charles-Ogan (Eds). Rethinking teaching and learning in the 21st century. Paper presented virtually at the South Africa International Conference on Education (SAICEd), South Africa (pp. 116–129). Cape Town, SA: African Academic Research Forum. ISBN 978-0-620-89546-0.

Diseko, R & Modiba W. (2018). Authentic online assessment in assessing basic accounting content knowledge of Grade 10 learners. EdMedia + Innovate Learning 2018 – Amsterdam, Netherlands, June 25-29, 2018.

Dhurumraj, T. (2018). Science Teacher Beliefs and its Impact on Teaching Science. In. Proceedings of ISTE International Conference on Mathematics, Science and Technology Education, 22 – 25 October 2018. (pp.179-185). University of South Africa, Unisa Press. ISBN. 978-1-77615-047-2

Mavuru, L. (2019, January). Pre-service teachers’ analysis of the integration and progression of Life Sciences concepts from Grade 10-12. A paper presented at the Southern African Association for Research in Mathematics, Science & Technology Education (SAARMSTE) for 2019 Conference, University of KwaZulu Natal, Durban, South Africa.

Mavuru, L. & Ramaila, S. (2019). Integration of learners’ socio-cultural experiences in Life Sciences classrooms: Do learners approve? In Proceedings of the 11th Annual International Conference on Education and New Learning Technologies, Palma, Mallorca, Spain. Accepted

Ngcobo, L. & Mavuru, L. (2019 January). Township teachers’ views on the integration of African Indigenous Knowledge in Natural Sciences teaching. A snapshot presented at the Southern African Association for Research in Mathematics, Science & Technology Education (SAARMSTE) for 2019 Conference, University of KwaZulu Natal, Durban, South Africa.

Penn, M., Ramnarain, U., & Wu, H-k. (2019). The relationship between Grade 12 Learners’ Understandings about Scientific Inquiry and Achievement in Physical Sciences. Proceedings of the 27th Annual Meeting of the Southern African Association of Research in Mathematics and Science Technology Education (SAARMSTE) Conference hosted by University of Kwa-Zulu Natal, Durban, South Africa 15 January – 17 January 2019 (Long paper). ISBN #: 978-0-9922269-8-5.

Ramaila, S. & Reddy, L. (2019). Assessing South African science students’ attitudes towards physics laboratory environment. In Proceedings of the 13th Annual International Technology, Education and Development Conference, Valencia, Spain, pp. 300-303. ISSN: 2340-1079. ISBN: 978-84-09-08619-1.

Ramaila, S. (2019). Assessing South African undergraduate engineering students’ attitudes towards mathematics as a fundamental discipline. In Proceedings of the 13th Annual International Technology, Education and Development Conference, Valencia, Spain, pp. 296-299. ISSN: 2340-1079. ISBN: 978-84-09-08619-1.

Ramaila, S., Seloane, P. & Mavuru, L. (2019). Extended curriculum programs as a support mechanism to enhance South African undergraduate science students’ academic performance in mathematics. In Proceedings of the International Conference on Education and New Developments, Porto, Portugal. Accepted

Ramaila, S., Seloane, P. & Mavuru, L. (2019). Exploring the impact of the complexity of cognitive demands associated with curriculum content on student academic performance: A case of mathematics. In Proceedings of the International Conference on Education and New Developments, Porto, Portugal. Accepted

Diseko, R & Modiba W. (2018). Authentic online assessment in assessing basic accounting content knowledge of Grade 10 learners. EdMedia + Innovate Learning 2018 – Amsterdam, Netherlands, June 25-29, 2018.

Dhurumraj, T. (2018). Science Teacher Beliefs and its Impact on Teaching Science. In. Proceedings of ISTE International Conference on Mathematics, Science and Technology Education, 22 – 25 October 2018. (pp.179-185). University of South Africa, Unisa Press. ISBN. 978-1-77615-047-2

Mavuru, L. (2019, January). Pre-service teachers’ analysis of the integration and progression of Life Sciences concepts from Grade 10-12. A paper presented at the Southern African Association for Research in Mathematics, Science & Technology Education (SAARMSTE) for 2019 Conference, University of KwaZulu Natal, Durban, South Africa.

Mavuru, L. & Ramaila, S. (2019). Integration of learners’ socio-cultural experiences in Life Sciences classrooms: Do learners approve? In Proceedings of the 11th Annual International Conference on Education and New Learning Technologies, Palma, Mallorca, Spain. Accepted

Ngcobo, L. & Mavuru, L. (2019 January). Township teachers’ views on the integration of African Indigenous Knowledge in Natural Sciences teaching. A snapshot presented at the Southern African Association for Research in Mathematics, Science & Technology Education (SAARMSTE) for 2019 Conference, University of KwaZulu Natal, Durban, South Africa.

Penn, M., Ramnarain, U., & Wu, H-k. (2019). The relationship between Grade 12 Learners’ Understandings about Scientific Inquiry and Achievement in Physical Sciences. Proceedings of the 27th Annual Meeting of the Southern African Association of Research in Mathematics and Science Technology Education (SAARMSTE) Conference hosted by University of Kwa-Zulu Natal, Durban, South Africa 15 January – 17 January 2019 (Long paper). ISBN #: 978-0-9922269-8-5.

Ramaila, S. & Reddy, L. (2019). Assessing South African science students’ attitudes towards physics laboratory environment. In Proceedings of the 13th Annual International Technology, Education and Development Conference, Valencia, Spain, pp. 300-303. ISSN: 2340-1079. ISBN: 978-84-09-08619-1.

Ramaila, S. (2019). Assessing South African undergraduate engineering students’ attitudes towards mathematics as a fundamental discipline. In Proceedings of the 13th Annual International Technology, Education and Development Conference, Valencia, Spain, pp. 296-299. ISSN: 2340-1079. ISBN: 978-84-09-08619-1.

Ramaila, S., Seloane, P. & Mavuru, L. (2019). Extended curriculum programs as a support mechanism to enhance South African undergraduate science students’ academic performance in mathematics. In Proceedings of the International Conference on Education and New Developments, Porto, Portugal. Accepted

Ramaila, S., Seloane, P. & Mavuru, L. (2019). Exploring the impact of the complexity of cognitive demands associated with curriculum content on student academic performance: A case of mathematics. In Proceedings of the International Conference on Education and New Developments, Porto, Portugal. Accepted

Conference Proceedings in 2018

Durandt, R. & Lautenbach, G. (2018). Supporting students’ competency development in the mathematical modelling process. In. Proceedings of ISTE International Conference on Mathematics, Science and Technology Education, 22 – 25 October 2018. (pp.36-43). University of South Africa, Unisa Press. ISBN. 978-1-77615-047-2

Durandt, R. & Lautenbach G. (2018). Preparing mathematics student teachers for a modelling pedagogy. In. Proceedings: 10th International conference on education and new learning technologies, EDULEARN18. 2 – 4 July 2018, Palma, Spain. pp.7463-7469.

Goto, J., Batchelor, J. & Lautenbach, G. (2018). Pre-service teachers’ acceptance and use of formative feedback in an online undergraduate module. In. Proceedings of ISTE International Conference on Mathematics, Science and Technology Education, 22 – 25 October 2018. (pp.332-339). University of South Africa, Unisa Press. ISBN. 978-1-77615-047-2

Kotze, H., & Spangenberg, E.D. (2018, October 22-25). Understandings revealed by engineering students’ actions in a CAS task. In J. Kriek, A. Ferreira, K. Padayachee, S. van Putten, & B. Seo (Eds). Towards effective teaching and meaningful learning in Mathematics, Science and Technology. Paper presented at ISTE International Conference on Mathematics, Science and Technology Education, Skukuza Camp, Kruger National Park, Mpumalanga, South Africa (pp. 347–353). Pretoria, SA: Unisa Press. ISBN 978-1-77615-047-2.

Lautenbach, G. & Randell, N. (2018). Distraction or opportunity? Technologies for adolescent stress management. In. Proceedings of ISTE International Conference on Mathematics, Science and Technology Education, 22 – 25 October 2018. (pp.363-370). University of South Africa, Unisa Press. ISBN. 978-1-77615-047-2

Mavuru, L. & Ramnarain, U. (2018). Relationship between teaching context and teachers’ orientations to science teaching. Eurasian Journal of Mathematics, Science and Technology Education, 14(8), em1564. doi.org/10.29333/ejmste/91910

Mavuru, L. (2018, January). Affordances and limitations of integrating learners’ socio-cultural backgrounds in science teaching. A paper presented at the Southern African Association for Research in Mathematics, Science & Technology Education (SAARMSTE), University of Botswana, Gaborone, Botswana.

Mavuru, L. (2018, June). Teachers’ views and pedagogical practices when teaching the topic evolution to grade 12 learners. A paper presented (virtual) at the Education and New Developments (END) 2018, Budapest, Hungary.

Mavuru, L. & Ramnarain, U. (2018, August). Improving science classroom interactions through the integration of learners’ socio-cultural background. A paper presented at the XVII Organisation for Science and Technology Education (IOSTE) Symposium, Malmo University, Malmo, Sweden.

Mavuru, L. (2018, October). Enhancing pre-service teachers’ school experiences through mentor observation and reflection. A paper to be presented at the ISTE International Conference on Mathematics, Science and Technology Education, Skukuza Rest Camp – Kruger National Park, South Africa.

Sondlo, A., & Ramnarain, U. (2018, August). The Pedagogical Orientations of Pre-Service South African Physical Sciences Teachers. XVIII IOSTE SYMPOSIUM Future educational challenges from a science and technology perspectives. 13-17 August, 2018 Malmö, Sweden.

Penn, M., & Ramnarain, U. (2018). Pre-Service Teachers’ Understandings of Chemistry Concepts Using Virtual and Hands-On Laboratories. In proceedings of the 9th Annual UNISA ISTE Conference On Mathematics, Science And Technology Education: 21-26 October 2018 Skukuza Camp in Kruger National Park, Mpumalanga, South Africa. (pp. 240-246). University of South Africa, Unisa Press. ISBN. 978-1-77615-047-2.

Penn, M., & Ramnarain, U. (2018). The Effects of Scientific Literacy on High School Science Learners’ Attitudes towards Socio-Scientific Issues: The Case of Genetically Modified Organisms. In Proceedings of the 15th International Conference on Economics and Social Sciences: 16 -17, August 2018 Johannesburg, South Africa (pp. 106-118). ISSN # 2307-7549

Sondlo, A. (2018, August). An Analysis of the Coverage of Science News and the Use of Newspapers in the Science Classroom. XVIII IOSTE SYMPOSIUM Future educational challenges from a science and technology perspectives. 13-17 August, 2018 Malmö, Sweden.

Sondlo, A., & Ramnarain, U. (2018, October). A Case Study of the Pedagogical Orientations of Pre-Service Physical Sciences Teachers in One of the South African Universities. The 9th ISTE International Conference on Mathematics, Science and Technology Education at the Kruger National Park, South Africa on 21-26 October 2018.

Sondlo, A. (2018, October). The South African Pre-Service Teachers Physics Pedagogical Orientations. International Conference on Physics Education (ICPE), 1–5 October 2018, Misty Hills Hotel and Conference Centre, Muldersdrift, South Africa.

Spangenberg, E. (2018, October 22-25). Opinions about mathematics anxiety: how to reduce it. In J. Kriek, A. Ferreira, K. Padayachee, S. van Putten, & B. Seo (Eds). Towards effective teaching and meaningful learning in Mathematics, Science and Technology. Paper presented at ISTE International Conference on Mathematics, Science and Technology Education, Skukuza Camp, Kruger National Park, Mpumalanga, South Africa (pp. 107–113). Pretoria, SA: Unisa Press. ISBN 978-1-77615-047-2.

Diseko, R & Thuladu, T. A. (2017). South African teachers’ experience of the use of tablet devices in the classroom context through the lens of the technology acceptance model. EdMedia 2017 – Washington, DC, United States, June 20-23, 2017.

Durandt, R., Jacobs, G. & Lautenbach, G. (2017). Student teachers’ authentic introduction to mathematical modelling: a design-based approach. In. Proceedings: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology Education. 23 – 26 October 2017 UNISA/ISTE Conference on Mathematics, Science and Technology Education. Held at Mopani Camp, Kruger National Park, Limpopo, South Africa. http://uir.unisa.ac.za/handle/10500/23413

Durandt, R., Jacobs, G. J., & Lautenbach, G. V. (2017). Tracking student teachers’ mathematical modelling motivation and competencies over time: A design-based inquiry. In A. Downton, S. Livy & J. Hall (Eds.), Proceedings of the 40th Mathematics Education Research Group of Australasia Conference (MERGA), Research presentation abstracts (pp. 669). July 2017, Melbourne, Australia.

Kotze, H., & Spangenberg, E. (2017, July 24-27). Eliciting engineering diploma students’ visualisation with techno-modelling tasks. In B. Leibowitz (Ed). Paper presented at the 2017 Scholarship of Teaching and Learning (SoTL) in the South Conference, Johannesburg, South Africa (pp. 1–10). Johannesburg, South Africa: University of Johannesburg. ISBN 978-0-86970-803-3.

Lautenbach, G. & Randell, N. (2017). Using mobile technologies for self-regulation in high school learners’ stress management. In. Proceedings: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology Education. 23 – 26 October 2017 UNISA/ISTE Conference on Mathematics, Science and Technology Education. Held at Mopani Camp, Kruger National Park, Limpopo, South Africa. pp.94-99. Available at http://uir.unisa.ac.za/handle/10500/23444.

Lautenbach, G. & Kennedy, D.M. (2017). Making more effective use of apps: designing meaningful professional learning networks. In. Proceedings: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology Education. 23 – 26 October 2017 UNISA/ISTE Conference on Mathematics, Science and Technology Education. Held at Mopani Camp, Kruger National Park, Limpopo, South Africa. pp.87-93. Available at http://uir.unisa.ac.za/handle/10500/23430.

Mavuru, L. & Ramnarain, U. (2017, January). Incorporation of learners’ socio-cultural background in the teaching of some Natural Sciences topics: A case study of three township schools in South Africa. A paper presented at the Southern African Association for Research in Mathematics, Science & Technology Education (SAARMSTE) for 2017 Conference, Central University of Technology, Bloemfontein, Free State, South Africa.

Mavuru, L. & Ramnarain, U. (2017, October). Role of context in shaping the pedagogical orientations of teachers towards science teaching. A paper presented at the ISTE International Conference on Mathematics, Science and Technology Education, Mopani, Limpopo, South Africa.

Mavuru, L. (2017), October. Pre-service teachers’ analysis of the meaningfulness and relevance of the life sciences curriculum to South African learners. A paper presented at the ISTE International Conference on Mathematics, Science and Technology Education, Mopani, Limpopo, South Africa.

Mavuru, L. & Ramnarain, U. (2017, November). The views of physical sciences teachers on the integration of indigenous knowledge in science teaching. A paper presented at the Third International Conference of the African Association for the Study of Indigenous Knowledge Systems (AASIKS), University of the Witwatersrand, Johannesburg, South Africa.

Ramaila, S. & Ramnarain, U. (2017). The pedagogical orientation of pre-service teachers in teaching physics. In Proceedings of the International Conference on Education and New Developments, Lisbon, Portugal, pp. 388-391. ISSN: 2184-044X. ISBN: 978-989-99864-3-5.

Ramaila, S. & Ramnarain, U. (2017). University physics students’ views about scientific inquiry. In Proceedings of the International Conference on Education and New Developments, Lisbon, Portugal, pp. 397-400. ISSN: 2184-044X. ISBN: 978-989-99864-3-5.

Ramaila, S. & Ramnarain, U. (2017). Exploring in-service teachers’ baseline knowledge of mechanics. In Proceedings of the 10th Annual International Conference of Education, Research and Innovation, Seville, Spain. pp. 3445-3449. ISSN: 2340-1095. ISBN: 978-84-697-6957-7.

Diseko, R & Modiba W. (2016). Learners’ experiences of an authentic online assessment test in understanding of basic accounting content knowledge: A case study. ADVED 2016 2nd INTERNATIONAL CONFERENCE ON ADVANCES IN EDUCATION AND SOCIAL SCIENCES, Pp. 339 – 350. Istanbul, Turkey on the 10th, 11th and 12th of October 2016.

Durandt, R., & Jacobs, G. J. (2016). Pre-service teachers’ attitudes towards mathematical modelling. 13th International Congress on Mathematical Modelling (ICME-13), 24–31 July, Hamburg, Germany.

Durandt, R., & Jacobs, G. J. (2016). Attitudes of student teachers based on their maiden exposure to mathematical modelling. Proceedings of the 6th international Conference on Mathematics, Science and Technology Education (ISTE), pp. 169–179, 25-29 October, Mopani Camp, Kruger National Park, South Africa.

Goto, J., Batchelor, J. & Lautenbach, G. (2016). Pre-Service Teacher’s Understanding of LEAP21 Learning Design Elements in MOOC Environments. In P. Cunningham, & M. Cunningham (Eds.), Proceedings of IST Africa 2016, Durban. IIMC International Information Management Corporation. ISBN: 978-1-905824-54-0

Kotze, J. H., Jacobs, G. J., & Spangenberg, E. D. (2016). Eliciting visual reasoning and visual intuition with techno-modelling tasks. 13th International Congress on Mathematical Modelling (ICME-13), 24–31 July, Hamburg, Germany.

Mavuru, L. & Ramnarain, U. (2016, January). A case study on the incorporation of learners’ socio-cultural background into the teaching of Natural Sciences at three township schools in South Africa. A paper presented at the Southern African Association for Research in Mathematics, Science & Technology Education (SAARMSTE) for 2016 Conference, University of Tshwane, Pretoria, South Africa.

Ankiewicz Petrus PJ. “The implications of the philosophy of technology for the academic majors of technology student teachers”. PATT 29 Conference: Plurality and Complementarity of Approaches in Design & Technology Education. 2015. Aix-Marseille Universite. ISBN: 978-2-85399-994-6

Barlow-Jones Glenda G, Coetzee C and Van der Westhuizen Duan D. “Is mathematics still relevant as an admission criterion for entry into an information and communication technology course at a South African university?”. International Conference on Information Communication Technologies in Education. 2015. Southampton Solent University. ISBN: 978-0-9926958-9-7

Batchelor Jacqueline J and Lautenbach Geoffrey GV. “Cultivating lifelong learning: pre-service teachers and their MOOCs”. IST-Africa Conference. 2015. IIMC. ISBN: 978-1-905824-51-9

Batchelor Jacqueline J and Olakanmi Eunice Eyitayo EE. “Preparing teachers to integrate tablet computers into teaching and learning”. IST-Africa Conference. 2015. IIMC. ISBN: 978-1-905824-51-9

Batchelor, J. & Lautenbach, G. (2015). Cultivating Lifelong Learning: Pre-Service Teachers and their MOOCs. In P. Cunningham, & M. Cunningham (Eds.), Proceedings of IST Africa 2015, Malawi. ISBN 978-1-905824-50-2. IIMC International Information Management Corporation.

Chetty Jacqueline J and Van der Westhuizen Duan D. “Towards a pedagogical design for teaching novice programmers: design-based research as an empirical determinant for success”. 08th International Conference of Education, Research and Innovation. 2015. ACM. ISBN: 978-1-4503-4020-5

Durandt Rina R and Jacobs Gerrit GJ. “Attitudes of student teachers based on their maiden exposure to mathematical modelling”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology Education. 2015. UNISA Press. ISBN: 978-1-86888-833-7

Durandt, R., & Jacobs, G. J. (2015). Mathematical modelling strategies of third year mathematics student teachers. 17th annual forum of the International Study Group for the Teaching of Mathematical Modelling and Applications (ICTMA-17), 19–24 July, University of Nottingham, United Kingdom.

Goto Jameson J, Batchelor Jacqueline J and Lautenbach Geoffrey GV. “MOOCs for pre-service teachers: their notions of 21st century learning design”. IST-Africa Conference. 2015. IIMC. ISBN: 978-1-905824-51-9

Goto, J., Batchelor, J. & Lautenbach, G. (2015). MOOCs for Pre-Service Teachers: Their Notions of 21st Century Learning Design. In P. Cunningham, & M. Cunningham (Eds.), Proceedings of IST Africa 2015, Malawi. ISBN 978-1-905824-50-2. IIMC International Information Management Corporation.

Jacobs, G. J. (2015). The relationship between working memory and number sense of a group of third year Mathematics student teachers. 2nd Jopie van Rooyen Africa Congress of Psychology, 17–20 May, Skukuza Camp, Kruger National Park, South Africa.

Kotze Johanna JH, Jacobs Gerrit GJ and Spangenberg Erica ED. “Attitudes of biomedical technology students towards mathematical modelling”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology Education. 2015. UNISA Press. ISBN: 978-1-86888-833-7

Kotze, J. H., Jacobs, G. J., & Spangenberg, E. D. (2015). Attitudes of biomedical technology students towards mathematical modelling. Proceedings of the 6th international Conference on Mathematics, Science and Technology Education (ISTE), pp. 136–148, 25-29 October, Mopani Camp, Kruger National Park, South Africa.

Kotze, J. H., Jacobs, G. J., & Spangenberg, E. D. (2015). Mathematical modelling for engineering students: perspectives on visualisation. 17th annual forum of the International Study Group for the Teaching of Mathematical Modelling and Applications (ICTMA-17), 19–24 July, University of Nottingham, United Kingdom.

Lautenbach, G. (2015). Learning technologies in developing contexts: educational design research in accounting education. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2015. (pp.321-327). Montreal, Quebec, Canada. ISBN 978-1-939797-16-2. Association for the Advancement of Computing in Education (AACE).

Lautenbach, G. & Batchelor, J. (2015). Putting personal learning networks to work: Professional learning and the pre-service teacher. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2015. (pp.977-981). Montreal, Quebec, Canada. ISBN 978-1-939797-16-2. Association for the Advancement of Computing in Education (AACE).

Lautenbach Geoffrey GV and Batchelor Jacqueline J. “Putting personal learning networks to work: professional learning and the pre-service teacher”. World Conference on Educational Media and Technology. 2015. AACE. ISBN: 978-1-939797-16-2

Lautenbach Geoffrey GV and Batchelor Jacqueline J. “Pre-service teachers’ attitudes towards technology use in the creation of their personal learning networks”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology (ISTE 2014) (Published in 2015). 2015. UNISA Press. ISBN: 978-1-86888-799-6

Lautenbach Geoffrey GV. “Learning technologies in developing contexts: educational design research in accounting education”. World Conference on Educational Media and Technology. 2015. AACE. ISBN: 978-1-939797-16-2

Mnguni Lindelani L. “The effects of an animation on students’ understanding of DNA replication”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology Education. 2015. UNISA Press. ISBN: 978-1-86888-833-7

Olakanmi Eunice Eyitayo EE and Batchelor Jacqueline J. “Teachers’ and learners’ attitudes and opinions towards tablet computers for teaching mathematics”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology Education. 2015. UNISA Press. ISBN: 978-1-86888-833-7

Olakanmi Eunice Eyitayo EE, Chetty Jacqueline J and Van der Westhuizen Duan D. “Promoting meta-cognitive skills among undergraduate first year students studying computer programming using mobile devices”. World Conference on Educational Media and Technology. 2015. AACE. ISBN: 978-1-939797-16-2

Ramaila Sam SM and Ramnarain Umesh UD. “First year university physics students’ perceptions of the teaching-learning environment: in search of a coherent pedagogic learning orientation”. 59th Annual Conference of the South African Institute of Physics (SAIP 2014) (Published in 2015). 2015. SAIP. ISBN: 978-0-620-65391-6

Ramaila Sam SM and Ramnarain Umesh UD. “A CHAT perspective on the tensions and dynamics in the professional development of physical science teachers in a mentoring relationship”. 59th Annual Conference of the South African Institute of Physics (SAIP 2014) (Published in 2015). 2015. SAIP. ISBN: 978-0-620-65391-6

Ramaila Sam SM and Ramnarain Umesh UD. “Lesson planning perceptions and experiences of South African physical sciences teachers in a new curriculum”. 59th Annual Conference of the South African Institute of Physics (SAIP 2014) (Published in 2015). 2015. SAIP. ISBN: 978-0-620-65391-6

Ramnarain Umesh UD. “A pilot study on the mentoring of PGCE physical sciences students at a teaching school”. 16th International Organisation for Science and Technology Education Symposium: Science and Technology Education (STE) for Sustainable Development, Citizen Empowerment and

Van As Christiaan CF. “Developing civil technology teachers’ professional knowledge through communities of practice”. PATT 29 Conference: Plurality and Complementarity of Approaches in Design & Technology Education. 2015. Aix-Marseille Universite. ISBN: 978-2-85399-994-6

Antoniou Andonis, De Beer Josef JJJ and Ramnarain Umesh UD. “Scaffolding professional development of science teachers within a community of practice: a case study”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2014. Unisa Press. ISBN: 978-1-86888-800-9

Barlow-Jones, G., van der Westhuizen, D., & Coetzee, C. (2014). An Investigation into the Performance of First Year Programming Students in Relation to their Grade 12 Computer Subject Results. In World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 77-83). Chesapeake, VA: AACE. Available from http://www.editlib.org/p/147576/. ISBN 978-1-939797-08-7.

Bester, R., & Lautenbach, G. (2014). The digital melting pot: 20th century learners in the 21st century. In World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 2175-2180). Chesapeake, VA: AACE. Available from http://www.editlib.org/p/147773/. ISBN 978-1-939797-08-7.

Barlow-Jones Glenda G , Coetzee C and Van der Westhuizen Duan D. “An investigation into the performance of first year programming students in relation to their Grade 12 computer subject results”. World Conference on Educational Media & Technology (EdMedia 2014) . 2014. Association for the Advancement of Computing in Education (AACE). ISBN: 978-1-939797-08-7

Baumgartner Wendy Lyn WL, Jacobs Gerrit GJ and Spangenberg Erica ED . “Motivation strategies of ex-mathematical literacy learners in a university foundation programme “. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2014. Unisa Press . ISBN: 978-1-86888-800-9

Bester Susanna Adriana SA and Lautenbach Geoffrey GV. “The digital melting pot: 20th century learners in the 21st century” . World Conference on Educational Media & Technology (EdMedia 2014). 2014. Association for the Advancement of Computing in Education (AACE). ISBN: 978-1-939797-08-7

Bester, R., & Lautenbach, G. (2014). The digital melting pot: 20th century learners in the 21st century. In World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 2175-2180). Chesapeake, VA: AACE. Available from http://www.editlib.org/p/147773/. ISBN 978-1-939797-08-7.

Buma Anastasia Malong AM and De Beer Josef JJJ. “Portraying the human face of science in the classroom”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2014. Unisa Press. ISBN: 978-1-86888-800-9

Chanetsa Tarisai T and Ramnarain Umesh UD. “A pilot study of the use of analytical framework for a representation of the nature of science (NOS) in a grade 8 natural sciences textbook” . ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2014. Unisa Press. ISBN: 978-1-86888-800-9

Chetty, J., & van der Westhuizen, D. (2014). Toward a Pedagogy Centering on Computer Programming For Learners in South Africa: An Educational Design Research Approach. In World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 732-740). Chesapeake, VA: AACE. Available from http://www.editlib.org/p/147576/ ISBN 978-1-939797-08-7.

Chetty, J., & van der Westhuizen, D. (2014). Implementing Metacognition Skills for Learners Studying Computer Programming. In World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 726-731). Chesapeake, VA: AACE. Available from http://www.editlib.org/p/147775/. ISBN 978-1-939797-08-7.

Chetty Jacqueline J and Van der Westhuizen Duan D. “Implementing meta-cognition skills for learners studying computer programming”. World Conference on Educational Media & Technology (EdMedia 2014). 2014. Association for the Advancement of Computing in Education (AACE). ISBN: 978-1-939797-08-7

Chetty Jacqueline J and Van der Westhuizen Duan D. “Toward a pedagogy centering on computer programming for learners in South Africa: an educational design research approach”. World Conference on Educational Media & Technology (EdMedia 2014). 2014. Association for the Advancement of Computing in Education (AACE). ISBN: 978-1-939797-08-7

Cronje Annelize A, Ankiewicz Petrus PJ and De Beer Josef JJJ. “The effect of an intervention programme on how science teachers view the nature of indigenous knowledge”.ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2014. Unisa Press. ISBN: 978-1-86888-800-9

De Beer Josef JJJ. “Indigenous knowledge in the life sciences classroom: science, pseudoscience or a missing link? A perspective through an embodied, situated and distributed cognition lens”. International Science Education Conference: Pushing the Boundaries – Investing in our Future (ISEC 2014). 2014. National Institute of Education. ISSN: 2382-5979

De Beer Josef JJJ and Gravett Sarah SJ. “Proleptic learning within the zone of proximal teacher development: a different approach to practice teaching in pre-service teacher education “. International Science Education Conference: Pushing the Boundaries – Investing in our Future (ISEC 2014). 2014. National Institute of Education. ISSN: 2382-5979

De Beer Josef JJJ and Gravett Sarah SJ. “Proleptic learning within the zone of proximal teacher development: a different approach to practice teaching in pre-service teacher education”. International Science Education Conference: Pushing the Boundaries – Investing in our Future (ISEC 2014). 2014. National Institute of Education. ISSN: 2382-5979

Diseko Rabaitse R and Lengwasa Gladys GW. “Engaging learners in the teaching and learning of data dandling with spreadsheets as a cognitive tool within a constructivist context”. World Conference on Educational Media & Technology (EdMedia 2014). 2014. Association for the Advancement of Computing in Education (AACE). ISBN: 978-1-939797-08-7

Durandt Rina R and Jacobs Gerrit GJ. “Mathematics student teachers’ approach to, experience of and attitudes towards mathematical modelling”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2014. Unisa Press. ISBN: 978-1-86888-800-9

Grobler Rina RC . “Cultural capital and the practice of code-switching in South African township schools: are we limiting effective science teaching and learning?”. International Science Education Conference: Pushing the Boundaries – Investing in our Future (ISEC 2014). 2014. National Institute of Education. ISSN: 2382-5979

Jacobs Gerrit GJ, Batchelor Jacqueline J and Lautenbach Geoffrey GV. “Attitudes of postgraduate education students towards quantitative research matters”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2014 . Unisa Press. ISBN: 978-1-86888-800-9

Jacobs Gerrit GJ and Spangenberg Erica ED. “Mathematics teachers’ attitudes towards the subject: the influence of gender, age and teaching experience”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2014 . Unisa Press. ISBN: 978-1-86888-800-9

Jacobs, G.J. (2014). Postgraduate assessment geared at supervisors (lecturers) and examiners/assessors of research essays and master’s dissertations, 18 March 2014. Presentation to faculty members of Edge Hill University, Lancashire, United Kingdom.

Jacobs, G.J. (2014). Learning Mathematics via web-based technology – deliberations on a meaningful research endeavour at the University of Johannesburg, 19 March 2014. Presentation to faculty members and final year students of the Department of Mathematics Education, Edge Hill University, Lancashire, United Kingdom.

Jacobs, G.J., Lautenbach, G. & Batchelor, J. (2014). Attitudes of postgraduate education students towards quantitative research matters. In. D. Mogari, U.I. Ogbonnaya & K. Padayachee (Eds.), Proceedings of ISTE International Conference on Mathematics, Science and Technology Education, 19 – 23 October 2014. (pp.494-504). University of South Africa, Unisa Press. ISBN 978-1-86888-800-9.

Kok Elsie Carolyn Ann, De Beer Josef JJJ and Henning Elizabeth E. “Science education: building on a solid foundation”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2014. Unisa Press. ISBN: 978-1-86888-800-9

Lautenbach, G., & Batchelor, J. (2014). Pre-service teachers’ attitudes towards technology use in the creation of their personal learning networks. In. D. Mogari, U.I. Ogbonnaya & K. Padayachee (Eds.), Proceedings of ISTE International Conference on Mathematics, Science and Technology Education, 19 – 23 October 2014. (pp.407-412). University of South Africa, Unisa Press. ISBN 978-1-86888-799-6.

Lautenbach, G., & Batchelor, J. (2014). New technologies, new concerns: Negotiated ethics for a research community. In World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 1326-1331). Chesapeake, VA: AACE. Available from http://www.editlib.org/p/147659/. ISBN 978-1-939797-08-7.

Lautenbach, G., & Amory, A. (2014). Learning with technology: An assessment of learning design and knowledge construction online. In World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 2076-2082). Chesapeake, VA: AACE. Available from http://www.editlib.org/p/147759/. ISBN 978-1-939797-08-7.

Lautenbach Geoffrey GV and Amory Alan AM. “Learning with technology: an assessment of learning design and knowledge construction online”. World Conference on Educational Media & Technology (EdMedia 2014). 2014. Association for the Advancement of Computing in Education (AACE). ISBN: 978-1-939797-08-7

Lautenbach Geoffrey GV and Batchelor Jacqueline J. “New technologies, new concerns: negotiated ethics for a research community”. World Conference on Educational Media & Technology (EdMedia 2014). 2014. Association for the Advancement of Computing in Education (AACE). ISBN: 978-1-939797-08-7

Mavuru Lydia L and Ramnarain Umesh UD. “The awareness, perceptions and experiences of Grade 9 natural sciences teachers of the role of learners’ socio-cultural background in teaching and learning”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2014. Unisa Press. ISBN: 978-1-86888-800-9

Moleki Beauty Thandeka BT and Ramnarain Umesh UD. “Exploring teacher use of newspaper articles in promoting a humanistic perspective in science teaching and learning”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2014. Unisa Press. ISBN: 978-1-86888-800-9

Naude Francois F and De Beer Josef JJJ.”The theory of ‘evolution’: Christian teachers’ and learners’ perspectives on evolution”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2014. Unisa Press. ISBN: 978-1-86888-800-9

Naude Francois F. “Junior primary learners’ conceptual development of science knowledge”. International Science Education Conference: Pushing the Boundaries – Investing in our Future (ISEC 2014). 2014. National Institute of Education. ISSN: 2382-5979

Pretorius, E., De Beer, J. & Lautenbach, G. (2014). Professional development of science teachers: the A-team hybrid ecology of learning practice. In. D. Mogari, U.I. Ogbonnaya & K. Padayachee (Eds.), Proceedings of ISTE International Conference on Mathematics, Science and Technology Education, 19 – 23 October 2014. (pp.553-566). University of South Africa, Unisa Press. ISBN 978-1-86888-800-9.

Pretorius Erica Delores ED, De Beer Josef JJJ and Lautenbach Geoffrey GV. “Professional development of science teachers: the A-team hybrid ecology of learning practice”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2014 . Unisa Press. ISBN: 978-1-86888-800-9

Ramnarain Umesh UD and Mamutse Kudakwashe K. “Exploring the use of improvised physical resources in the implementation of inquiry-based science teaching and learning in grade 9 natural sciences”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2014. Unisa Press. ISBN: 978-1-86888-800-9

Ramnarain Umesh UD and Ramaila Sam SM. “Mentoring as a form of professional support for South African physics teachers “. World Conference on Physics Education: The Role of Context, Culture, and Representation in Physics Teaching and Learning (WCPE 2012) (Published 2014). 2014. Apegem Akademi. ISBN: 978-605-364-658-7

Ramnarain Umesh UD. “A study on the science content storyline of South African chemistry lessons”. International Science Education Conference: Pushing the Boundaries – Investing in our Future (ISEC 2014). 2014. National Institute of Education. ISSN: 2382-5979

Ramnarain Umesh UD. “A case study on the influence of environmental factors on the implementation of science inquiry-based learning at a township school in South Africa”. 22nd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE). 2014. SAARMSTE. ISBN: 978-0-9869800-9-1

Spangenberg, E. D. (2014). A comparison of the achievement goal orientation of mathematics leaners with/without attention deficit hyperactivity disorder (ADHD). In M. Lebitso, & A. Maclean (Eds). Demystifying Mathematics. Paper presented at the 20th Annual National Congress of the Association for Mathematics Education of South Africa, Kimberly (pp. 234-245). Johannesburg, SA: AMESA. ISBN 978-0-620-61475-7.

Spangenberg Erica ED. ” A comparison of the achievement goal orientation of mathematics learners with/without attention deficit hyperactivity disorder (ADHD)”. 20th Annual National Congress of the Association for Mathematics Education of South Africa (AMESA 2014). 2014. AMESA. ISBN: 978-0-620-61475-7

Spangenberg Erica ED. “Mathematics student-teachers’ experiences of mentoring at a teaching school in South Africa”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2014. Unisa Press. ISBN: 978-1-86888-800-9

Van Wyk Grizelda G and De Beer Josef JJJ. “Bungee jumping” with pre-service student teachers: developing life sciences student teachers’ pedagogical content knowledge”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology . 2014. Unisa Press. ISBN: 978-1-86888-800-9

Visser Christiaan, De Beer Josef JJJ and Kyriacou Xenia Sophia XS . “Exploring the textbook competence of educators as an enabling input in the delivery of quality basic education in South Africa”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2014. Unisa Press. ISBN: 978-1-86888-800-9

White Lounell L , De Beer Josef JJJ and Ramnarain Umesh UD. ” “One size does not fit all”: curriculum support groups as structured support for teachers’ professional development”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2014. Unisa Press . ISBN: 978-1-86888-800-9

Ankiewicz, P.J. (2013). The alignment of the caps for technology in the senior phase with the philosophy of technology: a critical analysis. In. D. Mogari, A. Mji, & U.I. Ogbonnaya (Eds.), Proceedings of ISTE International Conference on Mathematics, Science and Technology Education, 21 – 24 October 2013. (pp. 317-336). University of South Africa, Unisa Press. ISBN 978-1-86888-742-2.

Ankiewicz Petrus PJ and Jakovljevic Maria M. “Instructional methodology for technological problem solving in project-based classrooms”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2013. Unisa Press . ISBN. 978-1-86888-742-2

Ankiewicz Petrus PJ. “The alignment of the caps for technology in the senior phase with the philosophy of technology: a critical analysis”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2013. Unisa Press. ISBN. 978-1-86888-742-2

Barlow-Jones Glenda G and Van der Westhuizen Duan D. “Digital literacy in the 21st century: fact or fiction?”. World Conference on Educational Media & Technology. 2013. Association for the Advancement of Computing in Education (AACE). ISBN. 978-1-939797-03-2

Batchelor Jacqueline J and Lautenbach Geoffrey GV. “Reaching out and connecting: pre-service teachers and their professional learning networks”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2013. Unisa Press. ISBN. 978-1-86888-742-2

Batchelor, J. & Lautenbach, G. (2013). Reaching out and connecting: pre-service teachers and their professional learning networks. In. D. Mogari, A. Mji, & U.I. Ogbonnaya (Eds.), Proceedings of ISTE International Conference on Mathematics, Science and Technology Education, 21 – 24 October 2013. (pp.579-590). University of South Africa, Unisa Press. ISBN 978-1-86888-742-2.

Chetty Jacqueline J and Van der Westhuizen Duan D. “I hate programming and other oscillating emotions experienced by novice students learning computer programming”. World Conference on Educational Media & Technology. 2013. Association for the Advancement of Computing in Education (AACE). ISBN. 978-1-939797-03-2

Chetty Jacqueline J and Van der Westhuizen Duan D. “Meta-cognitive awareness and skill amongst students studying computer programming”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2013. Unisa Press. ISBN. 978-1-86888-742-2

Chetty Jacqueline J and Van der Westhuizen Duan D. “The transient emotions and conceptions of students crossing a threshold while learning to program: a phenomeno-graphic study”. World Conference on Educational Media & Technology. 2013. Association for the Advancement of Computing in Education (AACE). ISBN. 978-1-939797-03-2

De Beer Josef JJJ and Ankiewicz Petrus PJ. “Building on a solid foundation: pre-science teacher education in the first year of university study”. ISTE International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2013. Unisa Press. ISBN.978-1-86888-742-2

De Beer Josef JJJ. “Challenges in the teaching of evolution in the life sciences classroom”. International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2013. Unisa Press. ISBN. 978-1-86888-742-2

De Beer Josef JJJ and Mothwa Melida Modiane MM. “Indigenous knowledge in the science classroom: science, pseudo-science, or a missing link?”. International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2013. Unisa Press. ISBN.978-1-86888-742-2

De Beer Josef JJJ, Batchelor Jacqueline J and Lautenbach Geoffrey GV. “Pedagogical bungee-jumping: learning in practice”. International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2013. Unisa Press. ISBN. 978-1-86888-742-2

De Beer, J.J.J., Lautenbach, G. & Batchelor, J. (2013). Pedagogical bungee-jumping: learning in practice. In. D. Mogari, A. Mji, & U.I. Ogbonnaya (Eds.), Proceedings of ISTE International Conference on Mathematics, Science and Technology Education, 21 – 24 October 2013. (pp.566-578). University of South Africa, Unisa Press. ISBN 978-1-86888-742-2.

De Beer, J & Ankiewicz, P.J. (2013). Building on a solid foundation: Pre-Science teacher education in the first year of university study. In. D. Mogari, A. Mji, & U.I. Ogbonnaya (Eds.), Proceedings of ISTE International Conference on Mathematics, Science and Technology Education, 21 – 24 October 2013. (pp. 530-545). University of South Africa, Unisa Press. ISBN 978-1-86888-742-2.

Diseko, R, Batchelor, J & Mcetywa, M. L. (2013). Learners’ engagement in the learning of mathematics with mobile technology. Proceedings of ISTE International Conference on Mathematics, Science And Technology Education: “Towards Effective Teaching And Meaningful Learning In Mathematics, Science And Technology”. 21 – 24 October 2013. Mopani Camp in Kruger National Park, Limpopo. South Africa. Pp 685-695. ISBN 978-1-86888-741-5.

Diseko, R & Pule, S. P. (2013). A self-review framework: information and communication technology in a school for learners with special educational needs. Proceedings of EDULEARN13 Conference 1st-3rd July 2013, Barcelona, Spain, Pp. 2337-2346. ISBN: 978-84-616-3822-2.

Durandt Rina R and Jacobs Gerrit GJ. “Learning mathematics with technology – a meaningful endeavour involving 2nd year education students”. International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2013. Unisa Press. ISBN. 978-1-86888-742-2

Durandt, R., & Jacobs, G.J. (2013). Learning mathematics with technology- a meaningful endeavor involving 2nd year Education students. Proceedings of the International Conference on Mathematics, Science and Technology Education, 21–24 October 2013, pp.436-451. University of South Africa, Unisa Press. ISBN 978-1-86888-742-2.

Gerson Ilanit I, Lautenbach Geoffrey GV and Pillay Jace J. “Changing behaviours online: surfing safely”. World Conference on Educational Media & Technology. 2013. Association for the Advancement of Computing in Education. ISBN. 978-1-939797-03-2

Gerson Ilanit I, Lautenbach Geoffrey GV and Pillay Jace J. “Changing behaviours online: surfing safely”. World Conference on Educational Media & Technology. 2013. Association for the Advancement of Computing in Education. ISBN. 978-1-939797-03-2

Gerson, I., Lautenbach, G. & Pillay, J. (2013). Changing behaviours online: Surfing safely. In. Jan Herrington et al. (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013. (pp. 1635-1641). Chesapeake, VA: AACE. Available from http://www.editlib.org/p/112185. ISBN 978-1-939797-03-2.

Grobler Rina RC . “Video-recorded lesson analysis as replacement for micro-lessons in a learning area methodology module”. International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2013. Unisa Press. ISBN. 978-1-86888-742-2

Grobler, R. (2013). Video-recorded lesson analysis as replacement for micro-lessons in a learning area methodology module. In. D. Mogari, A. Mji, & U.I. Ogbonnaya (Eds.), Proceedings of ISTE International Conference on Mathematics, Science and Technology Education, 21 – 24 October 2013. (pp.493-506). University of South Africa, Unisa Press. ISBN 978-1-86888-742-2.

Grobler, R.C. & Ndlovu, P. (2013). Code-switching in the Natural Sciences classroom: A South African perspective. Fifth International Conference on Science and Mathematics Education, 11 – 14 November 2013. Seameo Recsam, Penang, Malaysia.

Jacobs Gerrit GJ. “An international quest to establish and nurture a quality ethos in higher education”. International Conference: Quality Traps?: Multidisciplinary Analysis and Comparative Studies of Quality Policies in Higher Education. (Colloque International: Leurres de la Qualite?). 2013. ACADEMIA L’Harmattan. ISBN. 978-2-8061-0113-6

Jacobs Melanie M and Jacobs Gerrit GJ. “Student transition and role perceptions of first year science academics”. International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2013. Unisa Press. ISBN. 978-1-86888-742-2

Jacobs, M., & Jacobs, G.J. (2013). Role perceptions of academics who teach to ‘at risk’ first year students: The influence of gender. Australasian Association for Institutional Research’s 23rd Annual Forum: Insights from Institutional Research. Exploring new shores, 13-15 November 2013. Perth, Western Australia. ISSN 1443-2110. Available from: http://www.aair.org.au/journal/volume-19-no-1.

Jacobs, M., & Jacobs, G.J. (2013). Student transition and role perceptions of first year science academics. Proceedings of the International Conference on Mathematics, Science and Technology Education, 21–24 October 2013, pp.181-189. University of South Africa, Unisa Press. ISBN 978-1-86888-742-2.

Jakovljevic, M & Ankiewicz, P.J. (2013). Instructional methodology for technological problem solving in project-based classroom. In. D. Mogari, A. Mji, & U.I. Ogbonnaya (Eds.), Proceedings of ISTE International Conference on Mathematics, Science and Technology Education, 21 – 24 October 2013. (pp. 271-287). University of South Africa, Unisa Press. ISBN 978-1-86888-742-2.

Lautenbach Geoffrey GV and Batchelor Jacqueline J. “Purposeful transformation of teaching practice: learning technologies in collaborative social and historical contexts”. International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2013. Unisa Press. ISBN. 978-1-86888-742-2

Lautenbach Geoffrey GV and Batchelor Jacqueline J. “Streamlining processes with technology: the research ethics committee”. World Conference on Educational Media & Technology. 2013. Association for the Advancement of Computing in Education. ISBN. 978-1-939797-03-2

Lautenbach, G. & Batchelor, J. (2013). Purposeful transformation of teaching practice: Learning technologies in collaborative social and historical contexts. In. D. Mogari, A. Mji, & U.I. Ogbonnaya (Eds.), Proceedings of ISTE International Conference on Mathematics, Science and Technology Education, 21 – 24 October 2013. (pp.414-424). University of South Africa, Unisa Press. ISBN 978-1-86888-742-2.

Lautenbach, G. & Batchelor, J. (2013). Streamlining Processes with Technology: The Research Ethics Committee. In. Jan Herrington et al. (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013. (pp. 1-7). Chesapeake, VA: AACE. Available from http://www.editlib.org/p/111922 . ISBN 978-1-939797-03-2.

Ramnarain Umesh UD. “The achievement goal orientation of disadvantaged black physical sciences students from South Africa”. International Conference to Review Research on Science, Technology and Mathematics Education. 2013. Cinnamon Teal Publishing. ISBN. 978-93-81542-83-5

Spangenberg Erica ED. “The effect of differentiated teaching on learner achievement of grade 8 mathematics learners with special educational needs”. International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2013. Unisa Press. ISBN.978-1-86888-742-2

Spangenberg, E. D. (2013, October). The effect of differentiated teaching on learner achievement of grade 8 mathematics learners with special educational needs South Africa. In. D. Mogari, A. Mji, & U.I. Ogbonnaya (Eds.), Proceedings of ISTE International Conference on Mathematics, Science and Technology Education, 21 – 24 October 2013. (pp. 507-529). University of South Africa, Unisa Press. ISBN 978-1-86888-742-2.

Van As Christiaan CF and Grobler Bernardus BR. “Teacher perspectives on the implementation of the national curriculum statement (NCS) in technology”. International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2013. Unisa Press . ISBN. 978-1-86888-742-2

Van der Westhuizen Duan D. “Emancipation from fundamentalist teaching: how school inhibits ICT creativity and innovation”. International Conference on Mathematics, Science and Technology Education: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. 2013. Unisa Press. ISBN. 978-1-86888-742-2

International:

De Beer, J.J.J. (2012). Indigenous knowledge and Science Education: opportunities and challenges. Invited panel presentation. Blurring Boundaries Conference, hosted by the United Nations and Georgia State University, 10 – 12 April 2012, Atlanta, USA (on invitation).

De Beer, J.J.J. (2012). Research on indigenous knowledge systems in the Life Sciences. National Association of Biology Teachers (NABT) Conference, 29 October – 3 November 2012, Dallas, Texas, USA.

Grobler, R. (2012). The contribution of self-concept and time concept towards cultural capital. Seventeenth International Conference on Interdisciplinary Social Sciences, Barcelona, Spain

Lautenbach, G. & Batchelor, J. (2012). “You are poisoning us” and other myths of technology integration: Professional development of the pre-service teacher. In T. Amiel & B. Wilson (Eds.),Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 202-207). Chesapeake, VA: AACE. Available from http://www.editlib.org/p/40746

Ramnarain, U. & Ramaila, S. (2012). Mentoring as a form of professional support for South African physics teachers. Paper accepted for presentation at the World Conference on Physics Education, Istanbul, Turkey.

Van Der Westhuizen, D. & Greyling, F.C. (2012). Authentic Professional Development for Educational Technology Integration: Conditions for Success. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 779-787). Chesapeake, VA: AACE. Available from http://www.editlib.org/p/40836/

Van Der Westhuizen, D. & Van Staden, CJ (2012). The use of Social Network Analysis to enable effective Professional Development for teachers. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012. Chesapeake, VA: AACE.

Vos, S. & Lautenbach, G. (2012). Expansive Cycles of Technology Integration in Independent South African Schools. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 276-281). Chesapeake, VA: AACE. Available from http://www.editlib.org/p/40757

National:

De Beer, J.J.J. (2012). The A team professional development programme. Teachers Upfront seminar, 27 March (organised by Wits, Bridge and Mail & Guardian) -. Invited Keynote Speaker.

De Beer, J.J.J. & Ankiewicz, P. J. (2012). Building on a solid foundation: A reflection on interventions in a first year module in the B.Ed programme of the Faculty of Education, University of Johannesburg. Teacher Education Conference, September 2012

De Beer, J.J.J. & Gravett, S. (2012). Case based teaching in teacher education: Learning from practice in large undergraduate classes. Teacher Education Conference, September 2012

Ramnarain, U. & Ramaila, S. (2012). Mentoring of physical sciences teachers in a community of practice. Paper presented at the 20th Southern African Association for the Advancement of Research in Mathematics, Science and Technology Education conference, Lilongwe, Malawi.

Van Der Westhuizen, D. (2012). ICT Impact on learning in Africa: Towards appropriate research methodologies. Higher Education & ICT Forum: Invited Keynote Speaker.

Van Der Westhuizen, D. (2012). Fundamentalism, Legacy, Implosion, Explosion, Fact and Fiction: Perspectives on Learning Technologies for the South African landscape. Africa Open and Distance Learning Summit: Invited Keynote Speaker.

Brink, R. & Lautenbach G.V. (2011) Electronic assessment in higher education: lecturer and student challenges. In Proceedings of International Technology, Education and Development (INTED) Conference, 2011 (pp. 4215-4223). Valencia, Spain. 7 -9 March 2011. International Association for Technology, Education and Development (IATED). ISBN 978-84-614-7423-3. Available from http://library.iated.org/view/BRINK2011ELE

Lautenbach, G. (2011). Student-generated design principles for transforming an educational technology module. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 3056-3064). Chesapeake, VA: AACE. Available from http://www.editlib.org/p/38295

International:

Amory, AM. Social-cultural Video Game Critique. AERA 2010 Annual meeting. 30 April – 4 May 2010.

De Beer, JJJ. Pre-service teachers in pursuit of “Transcurricular”, social awareness in a field excursion program. AERA, Denver USA: Understanding complex ecologies in a changing world. April 2010.

Lautenbach, GV. A cross sectional survey to explore the e-maturity of schools in Gauteng Province, South Africa. EDMEDIA. 28 June 2010.

National:

Amory, AM. Reconsidering a faculty’s research imperative: Use of a theoretically driven teaching and research framework to support change. Kenton 2010. 28 – 31 October 2010.

Amory, AM. Free/Libre Open Source Software tool-mediated knowledge construction. NADEOSA. 6 – 8 September 2010.

Lautenbach, GV. Reconsidering a faculty’s research imperative: use of a theoretically driven teaching and research framework to reconceptualise an undergraduate module. Kenton 2010. 28 October 2010.

Lautenbach, GV. Design-based research and the reform of accounting education. Value 2010. 30 August 2010.

Van Der Westhuizen, D. Reconsidering a faculty’s research imperative: developing a theoretically driven framework for the teaching and research endeavour. Kenton 2010 28 October 2010.