Facilitating the Implementation of Computer-Aided Design Into the Engineering Graphics and Design Classroom

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Facilitating the implementation of Computer-Aided Design into the Engineering Graphics and Design classroom

Ciana Rust

Submitted in fulfilment of the requirements for the degree

MAGISTER EDUCATIONIS

in the Faculty of Education

at the

UNIVERSITY OF PRETORIA

SUPERVISOR: PROF L VAN RYNEVELD

AUGUST 2017

Declaration

I declare that the dissertation, which I hereby submit for the degree Magister Educationis at the University of Pretoria, is my own work and has not previously been submitted by me for a degree at this or any other tertiary institution.

...... Ciana Rust

31 August 2017

i Ethical Clearance Certificate

iii

Dedication

I dedicate this research to my family, friends, colleagues and learners whom I have taught throughout my educational career. Without my mother, father and brother, I would not be the person who I am today. They have guided me to choose education as a career path, which led me to this point in my life. All my love goes out to you. To my glorious Father who gave me the strength, dedication and patience to persevere throughout this process of discovery, I thank Thee.

v Acknowledgements

To have achieved this milestone in my life, I would like to express my sincere gratitude to the following people:

 My Heavenly Father, who provided me with the strength, knowledge and perseverance to complete this study;

 Prof Linda van Ryneveld, research supervisor, for her invaluable advice, guidance and inspiring motivation during difficult times and throughout the research;

 My editor, Leandri le Roux, without whom this would not have been possible;

 Last but not least, my beautiful family and amazing friends. Your support and love has carried me through the most difficult of times.

vi Abstract

The purpose of this study was to investigate what the EGD teacher needed in order to facilitate the successful implementation of CAD as an education tool into the EGD classroom. The researcher aimed to understand how teachers perceive CAD with regard to its usefulness and ease of use in an EGD class.

The primary research question was as follows: What is needed to facilitate the implementation of CAD into the EGD classroom?

The secondary research questions were:  What are the barriers that prevent teachers from implementing CAD in their EGD classes?  What lessons can be learnt from those schools where CAD has already been implemented?

In the literature, the researcher looked at EGD as a subject presented in high school as well as the early roots of CAD. The external factors influencing the implementation of ICT in the classroom and the importance of CAD as a teaching tool were explored throughout the study. The theoretical framework used to support this study was the Technology Acceptance Model (TAM).

The research approach towards this study was qualitative by nature and followed a multiple-case study design (Yin, 2003). The participants of the study were identified through a convenient-purposive sampling method. The researcher analysed data through an interpretivist point of view. The data analysis was done through the use of thematic analysis methods.

Key Terms:

Computer-Aided Design (CAD), design-focussed careers, design-focussed courses, Engineering Graphics and Design (EGD), Information and Communication

vii Technologies (ICTs), perceived usefulness, perceived ease of use, Practical Assessment Task (PAT).

viii Language editor

30 August 2017

TO WHOM IT MAY CONCERN

This is to declare that the dissertation titled Facilitating the implementation of Computer-Aided Design into the Engineering Graphics and Design classroom by Ciana Rust, student number 12367797, was edited for grammar by me, Leandri le Roux, to the best of my abilities.

Yours faithfully

Leandri le Roux Founder of Edititonline [email protected] 0825613112

x List of Figures

Figure 1: Technology Acceptance Model (Tam) by Davis (1989) ...... 29 Figure 2: Adapted TAM for the study ...... 31 Figure 3: Visual representation of Case 1 and 2 ...... 37 Figure 4: Case 1 respondents ...... 41 Figure 5: How many years have you been teaching EGD? ...... 48 Figure 6: Which grades do you teach? ...... 49 Figure 7: Does your school have a computer laboratory available for CAD? ...... 51 Figure 8: Is the CAD software available at your school? ...... 52 Figure 9: Are there any challenges you face (foresee) with the usage of CAD in the EGD classroom? ...... 53 Figure 10: Did you know that the EGD CAPS document indicates that CAD is compulsory with the PAT? ...... 58 Figure 11: Are you formally trained in CAD? ...... 60 Figure 12: Through which institution did you receive your training? ...... 61 Figure 13: If you were sufficiently trained in CAD, would you use CAD as an instructional tool? ...... 62 Figure 14: Using CAD requires support from CAD training facilities ...... 65 Figure 15: Enough time set aside in the year to cover the EGD curriculum ...... 66 Figure 16: CAD is being used in the profession ...... 68 Figure 17: Should learners be exposed to CAD? ...... 70 Figure 18: Do you feel that CAD can assist in the teaching of EGD concepts? ...... 72 Figure 19: I use CAD as an instructional tool ...... 73 Figure 20: I use CAD at home ...... 74 Figure 21: Using CAD to set up notes and exams ...... 75 Figure 22: Are there any tangible benefits of CAD for your personal use? ...... 76 Figure 23: Drawing by hand is a waste of time ...... 77 Figure 24: Perception of CAD as natural progression after basic principles of EGD are taught ...... 78 Figure 25: Would the introduction of CAD be an effortless endeavour? ...... 81 Figure 26: Do you experience any technical glitches when using CAD? ...... 82 Figure 27: How long do you think it would take you (did it take you) to become CAD literate? ...... 83 Figure 28: CAD is a user-friendly program ...... 85 Figure 29: Technology makes me nervous ...... 86

xi List of Tables

Table 1: Concept clarification for the study ...... 7

xii Table of Contents

CHAPTER 1 1.1 Introduction ...... 1

1.2 Rationale ...... 2

1.3 Problem statement ...... 4

1.4 Research questions ...... 4

1.5 Nature of the study ...... 5

1.6 Purpose of the study ...... 6

1.7 Theoretical framework ...... 7

1.8 Concept clarification ...... 7

1.9 Assumptions ...... 9

1.10 Limitations of the study...... 9

1.11 Ethical considerations ...... 10

1.12 Structure of the dissertation ...... 10

CHAPTER 2

2.1 Introduction ...... 11

2.2 EGD as subject ...... 11

2.3 A brief history of CAD ...... 16

2.4 Teacher attitudes towards ICT and CAD ...... 18

2.5 Factors that influence the implementation of ICT within the classroom ...... 21

2.5.1 Lack of infrastructure and resources ...... 22

2.5.2 Policies and funding...... 23

2.5.3 Language barriers ...... 24

2.5.4 Teacher training ...... 25

2.5.5 Time constraints ...... 26

2.6 Importance of CAD as teaching tool in the 21st century ...... 27

2.7 Theoretical framework ...... 29

xiii 2.8 Summary...... 32

CHAPTER 3

3.1 Introduction ...... 33

3.2 Research methodology ...... 33

3.3 Research design ...... 35

3.4 Selection of participants ...... 38

3.5 Data collection ...... 40

3.5.1 Questionnaires ...... 40

3.5.2 Semi-structured interviews ...... 41

3.6 Data analysis ...... 41

3.7 Quality criteria ...... 44

3.8 Summary...... 46

CHAPTER 4

4.1 Introduction ...... 47

4.2 General information of questionnaire participants ...... 47

4.3 External variables ...... 49

4.3.1 Availability of resources for the implementation of CAD ...... 50

4.3.2 EGD Curriculum And Policy Statement’s (CAPS) lack of follow-up policies for the implementation of CAD...... 57

4.3.3 Formal training of teachers in the usage of CAD...... 59

4.3.4 Support from the Department of Basic Education (DBE) and CAD service providers...... 63

4.3.5 Time constraints to teach CAD...... 65

4.4 Perceived usefulness ...... 67

4.4.1 CAD in the profession ...... 68

4.4.2 Necessity of the CAD program in EGD ...... 69

4.4.3 Benefits of CAD in EGD ...... 71

4.4.4 Benefits of CAD for teacher’s personal use ...... 73

4.4.5 Drawing on a drawing board versus drawing on CAD ...... 76

xiv 4.5 Perceived ease of use ...... 79

4.5.1 CAD introduction into the EGD classroom ...... 80

4.5.2 Problems with the CAD program ...... 81

4.5.3 CAD literacy time frame ...... 82

4.5.4 User-friendliness of CAD ...... 84

4.6 Attitude towards, behavioural intention toward and actual use of CAD ...... 85

4.7 Summary...... 87

CHAPTER 5

5.1 Introduction ...... 88

5.2 Summary of this study ...... 88

5.2.1 Purpose of this study ...... 88

5.2.2 Literature review ...... 89

5.2.3 Methodology ...... 91

5.2.4 Findings and discussion ...... 93

5.3 Recommendations ...... 101

5.4 Closing remarks ...... 102

6. References ...... 104

ANNEXURES ...... 112

7.1 ANNEXURE A: QUESTIONNAIRE...... 112

7.2 ANNEXURE B: SEMI-STRUCTURED INTERVIEW ...... 121

7.3 ANNEXURE C: INFORMED CONSENT FORM ...... 128

7.4 ANNEXURE D: LETTER TO THE PRINCIPAL...... 131

xv Chapter 1

1.1 Introduction

Computers as well as Information and Communications Technologies (ICTs) have become more widespread and a part of not only our personal and professional lives, but also the society that any individual finds themselves in (Rana, 2013). Many teachers feel the need to incorporate educational technologies into their instruction in order to prepare their learners for the professional world in the information age (Gülbahar & Güven, 2008). However, a number of variables influence the successful implementation of ICT into any education system (Hart & Laher, 2015). These factors relate to the integration of Computer-Aided Design (CAD) into the Engineering Graphics and Design (EGD) classroom, which encapsulates the essence of this study.

This chapter introduces the following study: Facilitating the implementation of Computer-Aided Design into the Engineering Graphics and Design classroom.

This chapter covers the rationale and the purpose of the study, as well as the problem statement that guided the study. The most important aspect of the chapter, however, is the identification of the primary and secondary research questions of the study.

The theoretical framework upon which the study is based is mentioned in this chapter, with a more detailed discussion to follow in Chapter 2. The research design and methodological principles are similarly identified, whilst the full discussion can be found in Chapter 3. This chapter furthermore includes the ethical considerations of the participants, the assumptions made by the researcher and the limitations of the study.

1 1.2 Rationale

The rapid development of Information and Computer Technologies (ICT) has brought about a need for change in the educational systems across the globe. Digital education needs to be embraced to suffice the needs of the information- hungry learner, who can be found in the classroom today (Copriady, 2014; Yu, 2015). ICT integrated education, however, needs to be introduced realistically into developing countries such as South Africa. Copriady (2014) mentions that developing countries cannot be left behind in the race towards strengthening the educational system. Similarly, Samak and Tawfik (2006) suggest that the adoption of ICT into developing countries is integral to their progress and modernisation on the world stage. Copriady (2014) also suggests that because the world is now virtually borderless, using the library as the only source of information is out of style.

With the ICT knowledge of the modern-day learner, often exceeding that of the teacher, it has become apparent that some teachers have a deep-rooted fear associated with the changing educational environment (Larbi-Apua & Moseley, 2012). Larbi-Apua and Moseley (2012) mention that this fear is directly linked to the attitude which the teacher adopts towards the use of ICT in the classroom. The attitude of the teacher is also directly associated with how often ICT is utilised, and how effectively it is done (Larbi-Apua & Moseley, 2012). Sabzian and Gilakjani (2013) add that the success of any initiative towards implementing ICT into architecture and engineering is dependent on the attitude of the teacher. The educational system is likewise dependent on the support and attitude of the teacher involved (Teo, 2008).

The rapidly changing world of education seems to have been embraced by university bodies, particularly those of design-focussed courses such as architecture and engineering (Ye, Peng, Chen & Cai, 2004). This is particularly the case when referring to engineering drafting in the field of architecture and engineering, as mentioned above by Ozkan and Yildrim (2016). A study conducted by them showed that engineering drawings are more sufficiently and timeously completed when using a CAD program. Ozkan and Yildrim’s study (2016) also found that CAD had a

2 positive effect on the drafting performance of the students, which only increased the more the program was used.

CAD is widely used in design-focussed courses offered by universities (Ye et al., 2004). The problem with the use of CAD is that higher educational bodies cannot seem to agree on how CAD should be used, how often it should be used, and at what point of the educational programme it should be introduced. Most universities do agree, however, that it is an integral part of engineering and design education and that a student cannot step into a design-focussed career such as architecture without being CAD-literate (Nozaki, Steinhauer, Sorby, Sadowski, & Miller, 2016). CAD can, therefore, be seen as a universal communication tool for designers and engineers, and a tool that must be mastered by students in the completion of their design-focussed degrees (Alagbe, Aderonmu, Opoka, Oluwatayo & Dare-Abel, 2014; Nozaki et al., 2016).

The question arises, however, why CAD training is not yet offered as an integral part of the curricula of design-focussed subjects at school level. Furthermore, Engineering Graphics and Design (EGD) is a subject offered at many schools nationally, and it is generally regarded as one of the preferred subjects for those who intend to pursue a career in architecture and engineering. As such, one would expect CAD training, albeit only at an entry level, to be included in the curriculum at school level already.

What then is needed to facilitate the successful implementation of CAD into the EGD classroom? Is it the attitude of the teacher that needs to change to fit the ever- changing educational system? Are there other external or internal variables hindering the teacher from successfully implementing the program? As the ultimate success of the CAD implementation lies with the teacher, it is important to understand the role of the teacher in this regard. It is also important to investigate teachers’ perceptions that may influence the successful implementation of CAD into the EGD subject in a high school setting.

3 1.3 Problem statement

As the generation of learners which the South African EGD teacher works with today lives in the information age (Copriady, 2014; Yu, 2015), it is puzzling to see that CAD usage in the classroom is still so limited in current times. The usage of CAD within design-focussed courses at tertiary level and in design-focussed industries (Ye et al., 2004) has led the researcher to explore why the program is not yet taught extensively at school level. The aim of this study is to find out why the use of the CAD program is so limited within EGD classrooms and whether it links, among other to the EGD teachers’ perceived usefulness and perceived ease of use of the program. The aim is derived from existing literature that warns that the attitudes of the teachers towards any particular technology can directly influence their usage of computer programs, such as the case of CAD (Larbi-Apua & Moseley, 2012). Furthermore, it is interesting to note that some schools are already successful in their implementation of the program into the EGD classroom, whilst others are not. The aim of the study is to learn from those schools who have already successfully introduced CAD into their EGD classrooms in order to provide guidelines to those schools who do not yet offer CAD.

1.4 Research questions

The following primary research question guided this study: What is needed to facilitate the implementation of CAD into the EGD classroom?

In order to answer the primary question, the following secondary questions were explored:  What are the barriers that prevent teachers from implementing CAD in their EGD classes?  What lessons can be learnt from those schools where CAD has already been implemented?

4 1.5 Nature of the study

A qualitative research methodology was used within this study as it looks at the phenomenon under investigation from the perspective of the participants as well as looking at how each of these individuals views the world surrounding them (Flick, von Kardoff & Steinke, 2004). The researcher considered the teachers’ perspective with regard to the CAD program and explored how they experienced it, therefore making this study qualitative in nature.

The research followed a multiple-case study design (Yin, 2003). Case 1 was the respondents’ participating in a questionnaire. The respondents were then divided into 2 subcases: 1a and 1b. Subcase 1a consisted of respondents who did not use CAD as an instructional tool within their EGD classroom. Subcase 1b was made up of respondents who were using CAD as instructional tool. Case 2 focused on the data collected through two semi-structured interviews, both of which took place after the questionnaires were analysed. Two interviewees were identified and these two EGD teachers became Subcase 2a and 2b. Subcase 2a focused on the semi- structured interview that was held with an interviewee who did not use CAD as an instructional tool in the EGD classroom, whereas Subcase 2b focused on the semi- structured interview held with an interviewee who was already using CAD as an instructional tool. Please refer to Figure 3 for a graphic representation of the research design.

In order for the researcher to identify the two individuals used in the case studies, questionnaires with CAD-related questions first had to be distributed to multiple respondents. The questionnaire was set up to identify the background surrounding the study. All data collection methods are unpacked in detail in Chapter 3.

The data was collected using the following instruments, namely questionnaires and semi-structured interviews. All data collection instruments were constructed according to the theoretical framework (the Technology Acceptance Model) and aimed to provide data that could contribute to a possible response to the research questions set out in this chapter. The participants of the study were selected through a convenient-purposive sampling method to ensure that participants were only

5 included if they served the purpose of this study and were readily available to participate in the interviews.

In this study, all the participants (the respondents to the questionnaire and the interviewees in the semi-structured interview) had to be Engineering Graphics and Design teachers and they had to teach Grade 12 learners. Furthermore, the two teachers who were selected for the semi-structured interviews (Case 2) had to include someone who had not yet introduced CAD into their EGD classroom (Subcase 2a) and someone who was already successfully teaching EGD with the support of CAD (Subcase 2b). The researcher viewed the data from an interpretivist perspective. The researcher, through her own experiences, similarly interpreted the data according to her own world view. To counter the risk of biasness, the researcher adhered to the quality criteria principles set out in Chapter 3. The quality criteria principles covered in Chapter 3 are the following: credibility, transferability, dependability, confirmability, triangulation and crystallisation.

1.6 Purpose of the study

The purpose of this study was to investigate what the EGD teacher needs in order to facilitate the successful implementation of CAD as an everyday educational tool into the EGD classroom. The researcher aimed to understand how teachers perceived CAD with regard to the usefulness and the effort needed to master the program, as set out in the theoretical framework. The researcher compared the responses of the teachers who do not use CAD in their teaching scenarios with those who do in both the questionnaires (Case 1) and the semi-structured interviews (Case 2). The aim of the comparison of the respondents and interviewees was to understand which factors hindered the introduction of CAD into the classroom, whether it be internal or external.

The aim of this study was therefore to understand which barriers the EGD teacher faced with regard to implementing CAD and how those who are already implementing the program overcame them. Ultimately, the overall purpose of this study was to contribute to the existing body of knowledge of ICT usage in

6 classrooms, particularly with regard to that of the EGD classroom and the usage of CAD in a South African high school context.

1.7 Theoretical framework

The theoretical framework which was used to support this study is the Technology Acceptance Model (TAM), first developed by Davis (1989). The TAM is used to predict the level of acceptance and use of any information and technology systems by an individual user (Surendran, 2012). The information and technology system applicable in this study is CAD, and the individual users referred to in this study are the EGD teachers. The interlinked concepts which make up the TAM are: the external variables, perceived usefulness, perceived ease of use, attitude towards using, behavioural intention to use, and the actual system use. The theoretical framework is discussed in detail in Chapter 2.

1.8 Concept clarification

The concept clarification focuses on the concepts and abbreviations which are used throughout the study.

Table 1: Concept clarification for the study Concept Clarification When the term EGD is used in this study, it refers to the subject Engineering Graphics and Design. This subject is taught only in high schools, from Grade 10 to 12, and is used to communicate technological ideas and concepts through the use of symbols and lines. The drawings in EGD are used as a communication EGD tool for designing and production in engineering disciplines (Viljoen, 2014). The cognitive abilities that need to be mastered in EGD include the ability to think critically, logically and creatively about problems, and to successfully analyse and synthesise the solutions. Learners who want to pursue a career in architecture, engineering or any design-focussed career

7 Concept Clarification typically select EGD as one of their main subjects (Department of Basic Education, 2011). CAD refers to Computer-Aided Design programs, more specifically the most commonly used programs such as AutoCAD, Revit and TurboCAD. This type of program is used in CAD the process of designing and is used to document the designs of architects, draftsmen, engineers and designers. These professions use these programs to develop both mechanical and civil designs (Dehue, 2014). In the context of this study, ICT refers to Information and Communications Technologies, and more specifically the use of ICT computers and technology to improve the educational communication between teacher and learner in the classroom for the 21st century learner (Lloyd, 2005). This term refers to all careers and courses related to design which may use some form of CAD. These include, among Design-focussed others, engineering, architecture, interior design, fashion careers or courses design, graphic design, landscape architecture, interior architecture, and interior decorating. The extent of the individual’s belief, that any particular Perceived information or technology system can enhance their job usefulness performance (Davis, 1989). Perceived ease of The degree to which an individual believes any information or use technology system to be free from effort (Davis, 1989). The Practical Assessment Task (PAT) is defined by the Department of Basic Education (2016) as the third NCS examination paper for EGD learners. The PAT is a compulsory Practical national assessment task for EGD learners which contributes Assessment Task 25% towards their final year mark. “The EGD PAT is therefore (PAT) designed to develop a learner's ability to integrate and apply knowledge and to demonstrate acquired levels of skills and competency” (Department of Basic Education, 2016).

8 1.9 Assumptions

The researcher assumes that all EGD teachers know what CAD is and that it has the potential to add value to the educational experience of EGD learners. It is, furthermore, the assumption of the researcher that many teachers, despite understanding the value proposition that CAD may hold for their learners, choose to teach EGD without the use of CAD. The researcher expects that the results of the data analysed will link to existing literature, but from a different perspective due to the uniqueness of EGD teachers in the South African high school context from where the research will stem.

1.10 Limitations of the study

The researcher only conducted one interview with a teacher who does not use CAD in their classroom (Subcase 2a) and one with a teacher who does (Subcase 2b). The findings of the study are thus limited to the opinions of the two teachers in Case 2 and will, in turn, have an effect on the generalisability of the study. As the researcher is also an EGD teacher who does not use CAD, the researcher added a rich perspective to the information given by the respondents (Case 1) and the interviewees (Case 2). Although there is still a limitation on the transferability of the study due to the specific field in which the research takes place, it is hoped that the findings of this study will nonetheless have an impact on the relevant research community.

The researcher believes that CAD is a useful tool in the teaching of EGD concepts and should be used as an instructional tool when possible. The positioning of the researcher may have caused bias within the course of the study. The participants in the study may also be bias due to them maybe trying to please the researcher. The participants may also feel that their occupation might become redundant due to technology taking over. These bias was, however, controlled through methods such as member checking and assistance with the analysis of data. Bias was also controlled by the researcher by constantly reflecting on what was done. The researcher ensured that the study was free from bias by using the following quality

9 criteria methods throughout the study: credibility, transferability, dependability, confirmability, triangulation and crystallisation (see Chapter 3 for more detail).

1.11 Ethical considerations

All data collection instruments adhered to the standards and principles set out by the University of Pretoria and the Gauteng Department of Education (GDE). The researcher obtained permission from the University of Pretoria and the Gauteng Department of Education (GDE) before commencing with the data collection. Please see page ii for the Ethics clearance certificate from the University of Pretoria and page iii and iv for the Research approval letter from the GDE.

1.12 Structure of the dissertation

This study consists of five chapters. Chapter 1 gives the reader an introduction to this study and an overview of what is to follow in Chapters 2 through 5. Chapter 2, the literature review, includes the following topics: EGD as subject, a brief history of CAD, teacher attitudes towards ICT and CAD, factors that influence the implementation of ICT within the classroom, and the importance of CAD as teaching tool in the 21st century. The theoretical framework is also unpacked in Chapter 2.

Chapter 3 discusses the research methodology, research design, data collection methods and instruments, selection of participants, and the data analysis method, whilst Chapter 4 includes the outcomes of the study as the findings are analysed according to the main components of the theoretical framework, the TAM model. Chapter 5 concludes with a summary of the study, reflections on the methodology, substantive and scientific reflections on the outcomes of the study, and recommendations for the future as it relates to policy, practice and further research.

The next chapter will include a review of the existing literature relating to this study, where the background of the concepts underpinning the research questions are identified and discussed. It will also provide insight with regard to the theoretical framework that guided this study.

10 Chapter 2

2.1 Introduction

This chapter covers the underpinning concepts of the primary and secondary research questions, which give the reader a clearer understanding of what was studied.

The primary research question was as follows: What is needed to facilitate the implementation of CAD into the EGD classroom?

The literature review gives the point of departure upon which the rest of the study was built. Within this chapter the researcher identified the research gaps which were later filled by this study. The researcher also set out to identify the factors which influence the successful implementation of Computer-Aided Design (CAD) in Engineering Graphics and Design (EGD) within this chapter.

2.2 EGD as subject

The subject we have come to know as Engineering Graphics and Design (EGD) did not start out as such. On the world stage, the subject first originated as engineering drawings (Ferguson, 1994). To understand what the subject entails, one must first understand what each one of the words which make up the abbreviation EGD means. Tredgold (1828) defined engineering as follows: “the art of directing the great sources of power in nature for the use and convenience of man” (Tredgold, 1828:115).

The definition put out by the Accreditation Board for Engineering and Technology (ABET) agrees with the definition mentioned above, saying that the knowledge gained by the individual through the study, experience and practice of mathematical and natural sciences can be used to design products to benefit man. The individual applies this knowledge with judgement in order to manipulate the materials and natural forces (ABET, 2016).

According to Henderson (1991), graphics in engineering refer to the sketches and drawings produced by the engineer. These graphics (sketches and drawings) are considered as the constituents of design and production. Graphics refer to the visual representation of what the engineer has designed or produced. This visual representation of a design is then generated on paper as a graphic (Henderson, 1991).

Design, as it refers to the subject of EGD, is defined by Miller (2004) as the processing of thoughts in order to create something.

“Design is the thought process comprising of the creation of an entity” (Miller, 2004:13).

Design, in the context of EGD, specifically refers to plans and drawings drawn by the learner before something is made or built. Layton (1976) suggests that design is everything to the engineer. Therefore, the inherent function of design in the subject of EGD is to create the platform from which a learner can learn to plan drawings and buildings, especially in the context of the Practical Assessment Task (PAT). The PAT is defined by the Department of Basic Education (2016) as the third NCS examination paper for EGD learners. The PAT is a compulsory national assessment task for EGD learners which contributes 25% towards their final year mark.

According to Venugopal (2007) and Gupta and Raja Roy (2008), engineering drawings can be considered the language of the engineer. Madsen and Madsen (2016) go on to say that engineering drawing is the process in which the engineer

12 creates drawings for any engineering, architectural or design application. Engineering drawings, produced to the acceptable standards and formats, represent an efficient communication tool between engineers and design-focussed careers (Madsen & Madsen, 2016). Venugopal (2007) claims that the engineer must use the engineering language, which in this case is the engineering drawing, in its utmost perfection so as not to miscommunicate any designs.

“A successful engineering drawing describes a specific item in a way that the viewer of the drawing understands completely without misinterpretation” (Madsen & Madsen, 2016:8).

Along with the understanding of what engineering drawing entails, one also needs to understand where the subject originated. As mentioned before, EGD as subject did not originate as such, but rather as engineering drawing or engineering drafting (Ferguson, 1994). We need to understand how it grew from engineering drawing into EGD, the subject we find in our South African classrooms today.

According to Baynes and Pugh (1981), engineering drawing emerged due to the industrial revolution during the eighteenth and nineteenth century. The origin of the drawings depended on the emergence of new designs in manufacturing and organisation within the industrial revolution. The first official mention of engineering drawing was by agents such as James Watt (1736-1819) with his invention of the steam train and George Stephenson (1781-1848) with his invention of the railway track (Baynes & Pugh, 1981). Traces of engineering drawings can, however, also be found during the Renaissance era (1450-1520), in the drawings of Leonardo da Vinci (Baynes & Pugh, 1981). Although Leonardo da Vinci’s drawings consist of machinery, they do not find their roots in engineering drawing, but rather in the arts (Madsen & Madsen, 2016). Ferguson (1994) suggests, however, that engineering drawings can be traced all the way back to the fifteenth century with Filippo Brunellenschi and his machine drawings.

According to McCaughey (2014), the engineering school of Columbia (King’s College) has been in existence since 1754. King’s College school of engineering focussed on civil, chemical and electrical engineering, producing several

13 professional engineering bodies from the institution. Arguably, however, one can say that the founding of the Bauhaus in 1919 in Germany was the true onset of engineering and the place where engineering drawing changed into what we have come to know today (Droste, 2002). Colleges and tertiary institutions were specifically built for the teaching of engineering drawings. Technical schools, according to Onge (2009), were opened as early as 1907 in America, with the function of teaching trade and vocational skills. It was only by 1919 that nine more of these technical schools were introduced into the American schooling system (Onge, 2009).

The opening of technical high schools saw the introduction of engineering drawings into the South African education system. According to the George Campbell School of Technology website (2013), this technical school, located in Durban, Kwazulu Natal, dates back to 1910. The school, however, was officially opened in its current location in 1963. Another example of a technical high school is Hoër Tegniese Skool Tom Naudé, which opened in 1950 in Limpopo (Hoër Tegniese Skool Tom Naude, 2015). Yet another example of a technical school in South Africa is the Port Rex Technical High School in East London, which opened its doors in 1968 (Port Rex, 2016). Referencing the dates of origin of these three technical high schools, it seems that South African technical high schools can be dated back to 1910. However, it seems that the official opening of these schools date back to the 1950’s, with reference to the opening of HTS Tom Naudé (Hoër Tegniese Skool Tom Naude, 2015).

Engineering drawing was adapted into the subject Technical Drawing (TD) within the above-mentioned technical high schools in South Africa. However, it wasn’t until the late 1980’s that TD made its way into the public high schools in the province of Gauteng (known as Transvaal at the time) (Transvaalse Onderwysdepartement, 1985). A new curriculum statement was released by the “Transvaalse Onderwysdepartment” in 1991 which included the curriculum statements for TD from Grade 8-12. In 1995 the South African Government started the development towards a change in the curriculum. It was, however, only in 2004 that the official mention of EGD made its appearance within an official South African governmental document (Department of Education, 2008). The official release of the NCS

14 document was in 2005 (Department of Education, 2005). Another version of the NCS Engineering Graphics and Design curriculum statement was released in 2008 (Department of Education, 2008). It was only in 2011 that the CAPS curriculum statement was released (Department of Basic Education, 2011).

In the 2005 curriculum statement of EGD, the definition of the subject states that EGD incorporates both cognitive and manipulative skills and uses lines, symbols and technology in order to communicate graphically (Department of Education, 2005). The 2008 curriculum statement adds to the 2005 definition of EGD; the essence of the subject is the communication of technological principles through the use of universally acceptable lines and symbols. The 2008 definition then goes on to say that EGD therefore creates a platform of communication between the design, production and engineering disciplines (Department of Education, 2008). The definition in the CAPS document (Department of Basic Education, 2011), however, defines EGD as the teaching of internationally acknowledged principles that can be applied in both the academic and technological field within engineering. EGD emphasises the teaching of “specific basic knowledge and various drawing techniques and skills”, so that the EGD learner cannot just produce drawings, but they can interpret the various drawings and apply the knowledge gained from the interpretation (Department of Education, 2008).

Therefore, EGD originated from engineering drawings with forefathers such as Leonardo da Vinci, James Watt and George Stephenson. With the emergence of technical high schools in South Africa in the early 1910’s came the introduction of engineering drawings into our schooling system. EGD made its way onto our high school scene in 2005 and finally evolved into the subject as we now know it in 2011. Madsen and Madsen (2016) described engineering drawings as being successful when the viewer of said drawing understands the drawing without any chance of misinterpretation. The definition of engineering drawings by Madsen and Madsen (2016) is an offset point for the definition used by the Department of Basic Education for EGD. The Department of Basic Education strives to teach the EGD learner the skills to successfully communicate their designs through the use of specific lines and symbols so as to ensure that the design cannot be misinterpreted.

15 2.3 A brief history of CAD

Before one can get to the history of Computer-Aided Design (CAD), one must first understand what it is and what it is used for. CAD is defined by Sarcar, Rao & Narayan (2008:3) as:

“the use of computer systems to assist in the creation, modification, analysis and optimisation of a design.”

Sarcar et al. (2008) then go on to say that the computer systems used in design consist of hardware and software specifically selected for the individual, according to their design need. Similar to the definition mentioned above by Sarcar et al. (2008), Shrock (2004) defines CAD as the use of a computer to aid in the designing and drafting process. A more comprehensive definition is given by Encarnacoa, Linder and Schlechtendahl (2012), stating that CAD is the use of computer hardware and software by design-focussed individuals to design products which are needed by the surrounding community. All the above-mentioned definitions have a common thread running through them, which is that CAD is the use of computer systems for designing purposes within design-focussed disciplines.

The need for CAD emerged when the complexity of the world became too much for the designer to manage sufficiently (Asanowicz, 1999). The design process in itself is a difficult process and has become even more so with the introduction of complex technologies coming to the forefront of design (Asanowicz, 1999).

The origination of the CAD program came from the invention of the automatically controlled milling machine in the 1950’s. This machine was invented by the Massachusetts Institution of Technology (M.I.T) with the use of the Whirlwind computer (Encarnacoa, Linder & Schlechtendahl, 2012). Aouad, Wu, Lee and Onyenobi (2013) suggest that Ivan Sutherland further developed the technology that M.I.T invented with the introduction of the program SKETCHPAD in 1960. Aouad et al. (2013) claim that the introduction of SKETCHPAD was the first real step towards CAD. The first CAD program, however, was developed by LockHeed Martin in the 1970’s, with the purpose of replacing the conventional drawing boards as well as

16 the saving of time and money (Dandwort, Weidlich, Guenther & Blaurock, 2004). According to Encarnacoa et al. (2012), LockHeed identified the speciality that the program displayed towards drafting in 1975. Soon after LockHeed identified this speciality, the drafting aspect of the program was referred to by the acronym CAD. Encarnacoa et al. (2012) go on to say that by the 1980’s, CAD was commonplace in any drafting office. Korte (1990) states that by the late 1980’s, users of the program included architects, engineers and the aerospace industry.

According to Aouad et al. (2013), the first version of AutoCAD was introduced in 1982 by AutoDesk, but it wasn’t until 1993 that AutoCAD was available on Windows operating systems. AutoCAD was the first CAD program which could run on a personal computer as all previous versions of CAD had to be run on computer mainframes (Ryan, 2011). In 2010, AutoCAD improved on its 2D and 3D designing properties and continues to do so to this day as each year a new version of the program is introduced with improvements to the program properties and functions (Ryan, 2011). Jones, Layer, Osenkowsky and Williams (2007) as well as Smith and Ramirez (2010) claim that AutoCAD is the most widely used CAD program and that all other CAD programs can import any AutoCAD file in some way or another.

According to Breckon (2001), it was only in 2001 that CAD/CAM (Computer-Aided Manufacturing) initiatives were launched in 55 pilot schools in America. Teachers and students alike were exited that they could learn complex designing principles within a shorter amount of time, as opposed to manual drawings. Teachers and students felt that they would finally be on industry standards when it came to engineering drawings (Breckon, 2001). As opposed to the introduction of CAD into American schools in 2001, it was only in 2008 that the first mention was made of the instruction of CAD in EGD in South African schools by the Department of Basic Education (2008). Although CAD instruction was mentioned within the National Curriculum Statement (NCS) in 2008 and again in the Curriculum Policy Statement (CAPS) in 2011, no pilot study has been launched within South African schools to date. Although the CAPS document (Department of Basic Education, 2011) makes it clear that CAD is in fact compulsory in the completion of the PAT, the effort has not yet been put in by the Department of Basic Education to see this through (Department of Basic Education, 2011). This leaves the researcher with the

17 question: Why can other countries launch successful pilot studies within schools, but South African schools cannot do the same?

2.4 Teacher attitudes towards ICT and CAD

Human and computer interaction has become commonplace within one’s personal and professional environment and therefore the need for computer education has become a necessity (Teo, 2008). Teo (2008) goes on to say that the teacher is the key to the successful implementation of technology into the classroom. Therefore, the teacher’s attitude has the power to positively influence the learners or, on the opposite spectrum, negatively influence the learners’ experience with technology usage in the classroom (Al-Zaidiyeen, Mei & Fook, 2010).

The influx of the usage of ICT within the societal realm has seen an increase in the introduction of these ICT resources into the educational world. The actual adoption of these ICT resources by teachers in the classroom, however, has been disappointingly low (Leask & Pachler, 2013). The constant evolution of technology asks of teachers to frequently adapt their teaching methods in order to keep up with the ever-changing trends and programs coming to the forefront (Clark & Scales, 2009). Al-Zaidiyeen et al. (2010) suggest that the utilisation of ICT in the classroom is directly related to the attitude of the teacher as it relates not only to the ICT resources, but also the specific program that needs to be taught. With this said, it needs to be understood which factors influence the attitudes of the teachers.

Somekh (2008) suggests that the attitude of the teachers depends on the social, cultural and organisational contexts in which they find themselves. Handal (2004), however, suggests that the teacher’s belief systems are at play when it comes to the attitude they have adopted towards technology usage within the classroom. Another factor which may play a big role in the attitude of the teacher is the fact that there might be a generation gap between the teacher and the learner (Prensky, 2001). Prensky (2001) sums up the feeling of the older generation of teachers best, stating that the teacher is not literate in the language that the modern learner is accustomed to. The teacher therefore needs to constantly catch up to the learners

18 in order to keep them engaged (Prensky, 2001). Msila (2015) adds to this, stating that the older generation of teachers seem to isolate themselves in order to hide their inadequacies from the younger generations. With the introduction of ICT in the educational system, the classroom is now no longer teacher-centred, but rather learner-centred, which many teachers find challenging (Clark & Scales, 2009).

It is not only the contextual surroundings, belief systems and generation gaps of the teachers that play a role in the attitude that the teachers adopt, but also their fluency in the program that is to be used (Abdulrasool & Mishra, 2010). Related to the suggestion by Abdulrasool and Mishra (2010) is that of Dowling and Lai (2012). In their study, Dowling and Lai (2012) found that a positive attitude adopted by the teachers is due to the confidence they possess with regard to the ICT they use within their pedagogy. A negative attitude is adopted, however, when there is a lack of understanding of the pedagogies surrounding the ICT in use by the teacher (Dowling & Lai, 2012). The fluency in the program to be used is dependent on the training that the teachers receive (Teo, 2008). The teachers not only need to receive sufficient training, but will need continual support in order to maintain their competency in the program (Berner, 2003). Dowling and Lai (2003) also add that the teachers may struggle to maintain a positive attitude towards the ICT program in use as they may experience pressures to extend the range of their knowledge. The teachers will need to extend their knowledge in order to keep up with an ever- changing program and the ever-evolving learner (Dowling & Lai, 2012).

The program in question within this particular study is that of CAD. According to Sinclair (2006), CAD has been heavily introduced within technology principles such as architecture, engineering and designing. A study done by Clark and Scales (2009) showed that teachers in higher educational institutions were implementing CAD into the educational programs, but were not fully integrating it into their everyday teaching practices. The teachers claimed that they were experiencing issues with the software of CAD and felt like this might take away from the essence of what the program is about (Clark & Scales, 2009). With that said, Lin, Sharif Ullah and Harib (2006) suggest that not only does the teacher need to understand the CAD program, they also need to ensure that the learners attain the ability to apply knowledge from mathematics, science and engineering principle within CAD.

Relating to Lin et al. (2006) is the study done by McLaren (2007), where she suggests that due to a lack of understanding of the principles underpinning CAD, the teachers cannot facilitate learning in an efficient manner. The lack of efficient facilitation by the teacher adds to the negative attitude towards the CAD program (McLaren, 2007). A significant study done by Breckon (2001) shows that the CAD/CAM school initiative found that seven out of the 55 pilot schools of the initiative saw a significant staffing change within the first year of CAD introduction. Four of the schools saw an increase in staff illness within the first few months of introduction. The findings by Breckon’s 2001 study adds great value to this study as it shows the inherent fear that the teachers possess for the CAD program.

In order for a teacher to teach CAD efficiently, the teacher needs to be competent in using the program. Msila (2015) suggests that teachers in South Africa have a negative attitude towards the introduction of ICT into their classrooms due to their own lack of computer competence. Msila (2015) adds that the teachers lack this competency due to the fact that they still need to fully understand the CAPS curriculum and how to successfully use ICT within the curriculum. The teachers in Msila’s (2015) study claim that the ICT integration should be left up to the teachers who are actually competent in the programs to be used (Msila, 2015). This means that teachers need to have the desire to receive the necessary training, and following that, continuous support, not only for competency, but also for a change in attitude towards a positive outlook on the use of ICT (Abdulrasool & Mishra, 2010).

Teachers, unfortunately, do not receive the much-needed support with regard to the CAD program in order for them to become confident in what they would need to teach (Clark & Scales, 2009). Teachers do not only need to focus on improving their confidence in using CAD, but also on the formulation of their lessons so that it is interesting and offered in a learner-centred environment (Abdulrasool & Mishra, 2010). Teachers need to keep up with the ever-changing technology trends and must receive adequate support with training in order for them to keep the focus on the learner (Prensky, 2001).

20 Through this section, the researcher learned that the teacher who needs to present CAD to the learners is the key to the level of the efficiency of the training. These teachers are the key due to the attitude that they adopt towards the program. A negative attitude has a negative impact on instruction, and similarly, the teacher with a positive attitude towards the program has a positive result on instruction (Al- Zaidiyeen et al., 2010). The researcher learned that the attitude which the teachers adopts is directly linked to the training and the support they receive with the program they need to instruct (Dowling & Lai, 2012). Prensky (2001) suggests that age might also play a role in the attitude of the teachers, along with many other internal and external factors. A study shows that teachers particularly struggle with the CAD program itself as they lack the knowledge of the principles of the program (McLaren, 2007). Due to the lack of knowledge, the teachers then shy away from using the program. Another study even suggests that the teachers leave their jobs or fall ill due to this lack of knowledge (Breckon, 2001). According to a South African study, however, teachers feel that it is the responsibility of the trained teachers to lead the instruction of CAD and the teachers therefore do not possess the need for training (Msila, 2015). Therefore, the researcher wanted to find out if the lack of the need the teachers feel towards CAD training was also the case in this study. The researcher wanted to understand the attitude towards CAD amongst the participants in this study as well as what caused this particular attitude.

2.5 Factors that influence the implementation of ICT within the classroom

The rapid improvement of ICT technologies across the globe has asked of the educational programme to adapt itself to include ICTs. Gülbahar and Güven (2008) suggest that under the right circumstances, ICT technologies improve educational outcomes. Many educators feel the need to incorporate technologies into their instruction in order to prepare their learners for the professional world in the information age (Gülbahar & Güven, 2008). However, a number of factors influence the successful implementation of ICT into the education system (Hart & Laher, 2015). These factors are seen as obstacles that prevent the complete and sufficient integration of ICT within the classroom (Yildirim, 2007). These factors include both external and internal barriers which can negatively impact the introduction of CAD

21 into the EGD classroom (Khan, Hossain, Hasan & Clement, 2012). These barriers are discussed below.

2.5.1 Lack of infrastructure and resources

In developing countries such as South Africa, one often finds that a lack of resources prohibits educational institutions from successfully implementing ICTs (Khan et al., 2012). Resources needed are the hardware (e.g. computers), the software (in this study, CAD) and the maintenance of both the hard- and software (Chege, 2014). Pelgrum (2001), however, suggests that some schools do in fact have computers and the software at their disposal, but they lack sufficient quantity to satisfy the number of learners in the classroom. Not only is the lack of resources an issue at school level, but in the case of a specialised program (such as CAD), the learners would need access to these resources at home as well (Bingimlas, 2009). Wilson- Strydom, Thomson, and Hodgkinson-Williams (2005) add that the implementation of computers within South African schools is still limited at best. Mbodila, Jones and Muhandji (2013) suggest that the lack of hardware may also be supported by the fact that there are no rooms or buildings available in the institution to house the ICT resources safely, especially in a crime-stricken country such as South Africa. Minty and Pather (2014) add that some South African schools do in fact have access to ICT resources, but lock them away in storerooms to prevent theft, leaving the resources unused.

Another resource needed in ICT is a stable supply of electricity, which is one of the main concerns in developing countries (Khan et al, 2012). In South Africa, lack of infrastructure can cause a great disadvantage in the movement towards e-education. If the infrastructure and resources are not available, one cannot expect the educational system to move forward and grow with the rest of the world.

With the implementation of a specialised program such as CAD, it is important to keep up to date with the latest hardware and software available. In a study done by Uwakonye, Alagbe, Oluwatayo, Alagbe and Alalade (2015), they suggest that when investigating Nigerian higher educational institutions, the hardware and software

22 were not at a high enough standard to ensure the successful instruction of CAD. If this was the fact within a higher educational institution intended specifically for the instruction of CAD, is it then too much to ask of a school to maintain the infrastructure?

2.5.2 Policies and funding

Another barrier faced when implementing ICT is whether the policies of the country in question allow for funding of ICT resources and follow-up policies regarding whether the ICT integration have been successful (Touray et al., 2013). According to Yusuf and Balogun (2011), governmental policies typically include the implementation of ICTs, but rarely provide the follow-up policies needed to ensure that the ICT policies are being followed through. This is supported by the claim that Hart and Laher (2015) make, mentioning the South African White paper published in 2003. In the White paper set out by the Department of Education (2003), it stipulates the goal that every teacher and learner will have access to a computer by 2013. This goal was set in order for the South African population to compete on the world economic stage and to bridge the digital-divide gap within the country (Department of Eduction, 2003). Hart and Laher (2015), however, claim that this goal is yet to be realised. Xiao, Califf and Sarker (2013) support the claim made by Hart and Laher (2015), suggesting that the Government did make the physical provision of the ICTs within schools, but the reason why this goal was not reached was due to the fact that there were no follow-up policies in place to ensure successful integration.

Mbodila, Jones and Mohandji (2013) mention that ICT integration is a very expensive endeavour to undertake, especially in a developing country such as South Africa.

Giller (2014) suggests that in developing countries, the curriculum is ever-changing and therefore it is difficult to keep up with training in the new curricula along with training in ever-changing developments in technology. Chege (2014) mentions that the curriculum in Kenya has made changes to include ICTs and that the government

23 has implemented all the needed infrastructure. However, teachers are yet to adopt these new technologies and are still stuck in their old methods of teaching (Chege, 2014). The fact that infrastructures have been put in place is simply not enough. There has been no follow-up by the Governments to ensure that ICTs are being utilised (Chege, 2014).

When looking at the EGD CAPS document (Department of Basic Education, 2011), it sets out a section dedicated to the teaching of CAD on page 31. It states that sections of the PAT require the learner to complete some presentation drawings on CAD. The CAPS document goes on to state that “CAD is therefore a mandatory part of EGD” (Department of Basic Education, 2011). This statement is followed up by saying that it is the responsibility of the school to provide the appropriate hardware and software as well as the facility in which to set them up. This supports the above- mentioned statement that the Government does include ICT in the curriculum, but no effort is made to ensure that the ICTs are implemented. If the school does not possess the funding to purchase the hardware and software, there is no way for them to include CAD as part of the EGD curriculum.

2.5.3 Language barriers

In South Africa, it is important to consider the cultural background differences that the educators in our country experience with regard to the rest of the world. Mbodila, Jones and Mohandji (2013) mention the fact that 80% of the internet is represented in English. Also, most software is programmed in English. The fact, however, remains that in South Africa we have a very diverse population who in most cases do not speak, read or write in English as a first language (Mbodila et al., 2013). The notion of language being a barrier within the implementation of ICT within developing countries is supported by Khan et al. (2012). Khan et al. (2012) suggest that English is a second language in Bangladesh and therefore presents a great barrier to the successful integration with an English-driven ICT world. The language barrier may, in fact, pose a great threat to the successful integration of CAD within South African EGD classrooms.

24 2.5.4 Teacher training

The training of the teachers plays an important role in whether ICT implementation can be successful (Msila, 2015). In order for teachers to teach ICT efficiently, they need to be completely competent in using the program, and that implies that they need to receive the necessary training and, following that, continuous support (Khan et al., 2012). In several studies, including those of Fu (2013) and Buabeng-Andoh (2012), it was suggested that the attitude of teachers was directly linked to the training that they received in the programs intended to be used. Hennessey, Harrison and Wamakote (2010) also found that the integration of ICT could not be successful due to the teachers’ lack of confidence following their low literacy of the program they intend to integrate. Msila (2015) goes on to say that the lack of competency within teaching staff is directly linked to the lack of training that the teachers receive. However, in his study, Msila (2015) found that most South African teachers are not willing to undergo the necessary training to ensure competency, creating an impairment in the growth of ICT within South African schools.

In order to ensure that the EGD teacher receives the necessary support with the CAD program, the educational facility needs to be in alliance with the CAD service provider to ensure adequate training by the correct parties (Abubakar & Halilu, 2012). Khan et al. (2012) add that the local software companies should work in conjunction with their surrounding schools to ensure successful integration and training in the ICT intended to be implemented. Goktas, Gedik and Baydas (2013) agree that teachers should not only be trained, but should also be given technical support and access to online support systems in order for them to facilitate a program smoothly. The success in teachers’ abilities in ICT should start with the adequate pre-service training of teachers before they step onto the educational world platform (Goktas, Gedik & Baydas, 2013).

CAD cannot be introduced into the EGD classroom without the assurance that all instructors are skilled in their field. A study done by Breckon in 2001 showed that the introduction of CAD into American schools without sufficiently training the teachers failed in all attempts. Abbott and Faris (2000) suggest that teachers not

25 only need to be trained in how the hardware and software work, but also how to successfully integrate ICT within their everyday teaching style and pedagogy. Singh and Chan (2014) add that when teachers are threatened by a program, they adopt a negative attitude towards it, but their attitude can sway to a positive one when they are encouraged and given adequate training and support.

2.5.5 Time constraints

Time is one of the main factors influencing the efficient implementation of ICTs in education (Khan et al., 2012). Most curricula do not provide sufficient time for the teaching of ICT-supported content if it is not an integral part of the subject (Gülbahar & Güven, 2008). There is not only a lack of time in the teaching of ICT to learners, but also a lack of time for the efficient training of the teachers who need to facilitate lessons in ICT to their learners (Morris, 2015). Morris (2015) suggests that in order for the teachers to be competent, time needs to be taken to sufficiently train them, let them practise the program and then more time needs to be taken to successfully integrate what they have learnt within the curriculum.

Raman and Yamat (2014) mention that teachers find it difficult to complete the syllabus within Malaysian schools as it stands. The teachers find it even more daunting to finish the syllabus with the integration of ICT in their everyday teaching as they would need to plan sufficiently for the implementation of ICT (Raman & Yamat, 2014). Bingimlas (2009) suggests that teachers feel the need to specifically book out time within their teaching time to make space for the teaching of ICTs; it doesn’t come naturally within their everyday pedagogy. This also seems to be the case with regard to the usage of CAD within EGD as the EGD CAPS document (2011) states that manual drafting is the main objective of the subject, but CAD needs to be worked into the syllabus as well. No time is allocated to the teaching of CAD on the year planner provided by the EGD CAPS document (Department of Basics Education, 2011), so it is the responsibility of the teacher to work it into their pedagogy. Therefore, there is a great need for teaching staff and policymakers to reach some agreement on where to implement ICTs to ensure that no other part of instruction falls behind.

There seems to be a noticeable gap in current research on the use of CAD in the subject of EGD, specifically within South African high schools. Much research has been conducted on the use of CAD within design-focussed careers and courses at universities, but these studies seldom focus on what is happening in schools. There are also only a few sources which specifically focus on the South African context, for example Msila (2015) and Wilson-Strydom et al. (2005). Many research resources mention the factors that influence the implementation of ICTs within educational programmes, but not specifically the implementation of CAD within schools. This is the case when it comes to EGD. This research study has specifically identified the factors that influence the successful implementation of CAD within the EGD classroom and how they can be overcome.

2.6 Importance of CAD as teaching tool in the 21st century

CAD is an integral teaching tool in the 21st century EGD classroom, according to the P21 21st century skills model (The Partnership of 21st Century Skills (P21), 2011). Brandt and Prescott (2013) suggest that CAD plays an important role within the teaching of engineers today, stating that as CAD has become a standard tool to use within the industry, it has also become necessary for engineering institutions to teach using the program. Hodgson (2008) claims that CAD helps learners to visualise and make what they design. Hodgson (2008) goes on to say that CAD opened up the possibility to provide photorealistic images of detailed designs. CAD now provides endless possibilities of design as learners are not restricted by their own drawing abilities (Hodgson, 2008). Botchway, Abanyie and Afram (2015) state that CAD plays a vital role in the profession and academia of design-focussed careers and courses as it is the way in which every skilled professional architect and engineer conducts their everyday drafting. Research shows that the architecture profession, for example, has a need for individuals who are not only literate in CAD, but are CAD proficient and can step into a design-focussed professional position without the need for further training (Dare-Abel, 2014). Therefore, in order for EGD learners to step into any design-focussed career, they would need to be skilled in CAD principles (Botchway et al., 2015).

The P21 21st Century Skills model recognises the different skills that an individual would need to adopt in order to live successfully in the 21st century (The Partnership of 21st Century Skills (P21), 2011). According to the P21 Company (2011), the model asks of the individual to adapt to a certain way of thinking in order to critically understand and analyse problems set out for them. Supporting this, Kyllonen (2012) mentions that 21st century individuals must work in collaborative efforts with those around them in order to achieve their goals, which means that they need to possess communication skills. As mentioned before, EGD communicates universally through the use of acceptable symbols and lines. CAD creates an ease of flow for this communication effort between the teacher and the learner, as well as between the learners themselves. CAD creates an easier platform for design-focussed individuals to communicate with one another (Shrock, 2004).

The 21st century individual needs to be able to critically sift through information using their ICT literacy to find the information needed to complete the task at hand (The Partnership of 21st Century Skills (P21), 2011). It is important for the learner and the teacher in the EGD classroom to be literate in CAD to successfully and timeously communicate their designs to those around them (Clark & Scales, 2009). With this said, it is imperative for the teacher to be able to communicate using CAD techniques as the teacher is the source of facilitation for the learner. The learner along with the teacher will need to be able to hone in on their 21st century skills in order for them to use the skills in their personal and professional lives. This will enable the learners and teachers to be assets to the community within which they find themselves (Ravitz, Hixson, English & Mergendoller, 2012).

CAD within design-focussed courses and careers, through research, is said to be one of the most important communication tools within the 21st century (The Partnership of 21st Century Skills (P21), 2011). Studies such as those of Dare-Abel (2014) and Botchway et al. (2015) claim that CAD is the only design tool used within the designing industry at present. It is therefore one of the most essential tools to then teach to a design-focussed learner, such as the one sitting in the EGD classroom.

28 2.7 Theoretical framework

The theoretical framework used to support this study was the Technology Acceptance Model (TAM), first developed by Davis (1989). The TAM is one of the most commonly used research models surrounding the use of technology in education and is also used to predict the level of acceptance and use of any ICT system by an individual user (Surendran, 2012). Legris, Ingham and Collerette (2003) claim that the TAM has been proven 40% successful in predicting systems use. This model is therefore a very strong model to consider as the research questions explore if and how EGD teachers use CAD in their classrooms. Please see Figure 1 which displays the TAM.

Figure 1: Technology Acceptance Model (Tam) by Davis (1989)

The TAM, according to Teo, Lee and Chai (2008), is a model that addresses how the users of a specific program go about accepting the technology and how they use it. Many external variables may influence the perceived usefulness and perceived ease of use of the individual. According to Surendran (2012), the main variables that are mostly demonstrated by the individual are social, cultural and political factors. The TAM suggests that an individual’s actions can be anticipated from a number of recognised variables, which fall under the two main factors: perceived usefulness and perceived ease of use (Edmunds, Thorpe & Conole, 2012). According to Surendran (2012), these two main factors are the most important elements which influence the actual system use. Perceived usefulness is defined as the degree to which the individual believes that any particular information or technology system can enhance their job performance (Davis, 1989). Teo, Lee

29 and Chai (2008) add that the perceived usefulness includes the decrease of the time it takes to perform a specific job with the use of an ICT system. Therefore, if the teachers perceive the program as taking up too much time, they will in fact not find the program as useful (Teo, Lee & Chai, 2008).

Perceived ease of use is defined by Davis (1989) as the degree to which an individual believes any information or technology system to be free from effort. Davis (1989) adds that although the individual may find the computer easy to use, they may find the actual program difficult and would then shy away from using it.

Surendran (2012) adds that the attitude to use refers to the individual’s evaluation of the desirability of using a particular technology system. Behavioural intention is the measure of likelihood of whether the individual will use the particular technology system. Daughtery and Funke (1998) adds a few more factors that may influence the perceived usefulness and perceived ease of use, and they are: lack of technical support, lack of resources, and the lack of administrative support. Farquhar and Surry (1994), on the other hand, suggest that there are only two main factors influencing the user, and that is: the physical environment the user finds themselves in and the support that they receive when using the program in question.

According to Fullwood (2002), perceived ease of use of CAD is dependent on the training and support that the teacher receives. The teacher’s confidence is then a direct indicator for the perceived usefulness of CAD (Fullwood, 2002). Breckon (2001) suggests that teachers don’t find CAD to be useful or easy to use if they have not received the adequate training needed to, in turn, facilitate training to their learners. Due to the lack of training, the teachers then do not feel confident in their abilities and consequently they cannot teach the content efficiently (Breckon, 2001). Hodgson (2008), however, claims that the potential for the usefulness of CAD is severe in the designing industry and should be used by all who enter into it. Once adequate training has taken place, CAD will make the life of the design-focussed individual much easier (Hodgson, 2008). Sinclair (2006) suggests that even though teachers may witness the usefulness of technology (such as CAD), many are unwilling to adapt their teaching methods to accommodate the technology in their pedagogy.

30 The perceived usefulness and perceived ease of use of CAD seems to then depend on the training that the teachers receive and how confident they are in using it. Not only is the confidence a question, but also how willing they are to adapt their pedagogy to make way for the technology, which is in essence the purpose of this study.

How will the TAM fit into the study?

Figure 2 which is displayed below, shows the way in which the TAM was adapted to fit into this study. The model no longer displays technology as an umbrella term, but is specifically directed to the usage of CAD and the affect it has on the EGD teacher.

Figure 2: Adapted TAM for the study

In this study the focus is on the EGD teacher and the technology system in question is CAD. The external variables influencing the EGD teacher have been identified earlier in the literature study. The barriers which the teacher faces when trying to implement ICT into the classroom are: lack of infrastructure and resources, policies and funding, teacher attitude towards ICT, teacher training, and lack of time (Khan et al., 2012).

Perceived usefulness is to what degree the EGD teacher believes that CAD can be a useful educational tool in the teaching of EGD principles. Perceived ease of use is to what degree the EGD teacher believes the CAD program is easy to use and for the EGD learners to visualise their thinking and utilise the design process. These two factors, as mentioned above, also have a direct influence on the actual use of

31 CAD in the EGD classroom. Perceived usefulness and perceived ease of use therefore form the main part of the investigation.

The attitude of the teacher towards ICT in general needs to first be established. If the problem is with ICT in general, it might not be the CAD program which presents the challenge. It is also necessary to understand the attitude towards the CAD program as well, and if the teacher has an issue with just one particular CAD program or all CAD programs and how it can be resolved. The attitude of the teacher towards the CAD program influences the behavioural intention of the teacher as the two are directly linked.

The purpose of this study is to focus particularly on the high school teacher who intends to introduce CAD into the EGD classroom. This study wants to understand the perceived usefulness and the perceived ease of use of teachers who are using CAD in their classrooms at present and compare the findings against teachers who have not yet introduced the program. The goal of the researcher is to understand how to facilitate the implementation of CAD into the EGD classroom successfully by taking the lead from those teachers who are currently using CAD.

2.8 Summary

This chapter covered the following concepts: EGD as subject, brief history of CAD, teacher attitudes towards ICT and CAD, factors that influence the implementation of ICT within the classroom, the importance of CAD as teaching tool in the 21st century classroom, and the theoretical framework. In this chapter the researcher unpacked what was available within the literature, but also identified what gaps the literature left. These gaps will be filled by the present study within Chapter 4 and 5.

The next chapter identifies the methodology used with the capturing and analyses of the data, which the researcher sought out in order to answer the questions raised by the literature study done above.

32 Chapter 3

3.1 Introduction

In Chapter 2, the literature was reviewed and the following topics were covered: EGD as subject, a brief history of CAD, teacher attitudes towards ICT and CAD, variables which influence the implementation of ICT within the classroom, importance of CAD teaching in the 21st century classroom, and the theoretical framework of the study. Chapter 2 gave the background of the study and highlighted the gaps which still remain in the existing literature.

Chapter 3 covers the methodology used during the capturing, processing and conclusion of the research study at hand, which all relate to the primary and secondary research questions.

As a reminder, the primary research question was as follows: What is needed to facilitate the implementation of CAD into the EGD classroom?

3.2 Research methodology

All methodological processes within this chapter followed the principles of a qualitative design study. According to Denzin and Lincoln (2011), qualitative research is an interwoven puzzle of different disciplines. “Qualitative researchers deploy a wide range of interconnected interpretive practices, hoping always to get a better understanding of the subject matter at hand. It is understood, however, that each practice makes the world visible in a different way” (Denzin & Lincoln, 2008:5).

The quote above states that researchers deploy a diverse range of data collection and analysis methods in order to understand the phenomena identified in the research questions, as set out in Chapter 1. The emphasis of qualitative research is on the exploration of the phenomena in order to understand it in depth rather than to prove that a theory conceptualised by the researcher is true (Maree, 2014).

“People often describe qualitative research as research that attempts to collect rich descriptive data in respect of a particular phenomenon or context with the intention of developing understanding of what is being observed or studied” (Maree, 2014:50).

The focus of the research questions in qualitative research is on the “why” of the phenomenon rather than on the “where”, “when”, and “what”. Qualitative methodology is focussed on understanding the processes and behavioural patterns of the participants involved in the study (Maree, 2014). Qualitative research looks at the human perspective of the participants and how each of these individuals views the world surrounding them (Flick, von Kardoff & Steinke, 2004). Qualitative research also looks to understand phenomena through the participants’ experience, their interactions with the world surrounding them and their understanding of that world (Atkinson, Coffey & Delmont, 2010).

For the research to be rooted soundly within qualitative methods, researchers need to be immersed within the research world. Researchers can also lend their own voice to the study as they might have similar experiences relating to that of the participants. The researchers directly interact with the participants throughout the study:

“Qualitative research therefore acknowledges an interactive relationship between the researcher and participants…” (Maree, 2014:55).

Due to the fact that qualitative research looks at the personal experiences and beliefs of the participants and the researcher contributing to the study, the data collected in such a study is bias and subjective in nature. This is acceptable,

34 however, within qualitative studies as the data is seen as true because the participants have lived through these experiences (Maree, 2014). Guba and Lincoln (1989), however, suggest that although the participants form the understanding of the phenomenon through personal experiences, the researcher’s role is to sift through the data and identify which parts form the knowledge used in the study.

Denzin and Lincoln (2011) suggest that qualitative research does not seek to measure quantities, but rather to gather a rich holistic understanding of the predetermined phenomenon through the experiences of the participants and the researcher. Maree (2014) adds that qualitative research does not strive to scientifically and statistically prove a theory, but rather seeks to understand and analyse data with the use descriptions in the form of words. Quantitative methods, however, can be used within qualitative studies, but are interpreted with qualitative reasoning rather than with quantitative methods (Creswell, 1999). Creswell (1999) suggests that due to the fact that qualitative research does not include the use of large quantities, as quantitative research does, the sample size is much smaller.

Many of the qualitative characteristics mentioned above were present within this study, therefore making this study a felicitous match for qualitative research. This research study was classified as an interpretive research study. Nieuwenhuis (2007a) describes interpretivism as being the construction of reality through one’s own experiences and being subjective in nature. Maree (2014) adds that interpretivist research offers a perspective on the phenomenon under study from the participants’ and researcher’s perspective, from the way in which they encounter the phenomenon.

3.3 Research design

By choosing to follow a qualitative research methodology, a specific research design which falls within the category of the qualitative methodology must also be selected. The research design which was chosen for this study was that of a multiple-case study design.

35 Bromley (1991) defines the case study as a methodical inquisition into an event which is aimed to understand the phenomenon under study. Similarly, Yin (2003) defines the case study as the systematic process of investigation, from multiple perspectives, into a particular phenomenon in its real-life context, in an in-depth manner with the intention of understanding the phenomenon. This is supported by Morgan and Sklar (2012), who state that the phenomena under study can be people, events, institutions, countries or programmes. More definitions can be found throughout literature, further explaining the concept of case study, as the one below:

“Case study is the study of the particularity and complexity of a single case, coming to understand its activity within important circumstances” (Stake, 1995: xi).

The subject of the case study is that which is under review (Yin, 2003). In this study, the subject of the case was that which is needed to facilitate the implementation of CAD into the EGD classroom. The object of the study was that which makes it a unit of study (Yin, 2003). In other words, EGD teachers were the object of the study.

Based on the interest of the researcher and the nature of the problem, the research design which was conducted was what Yin (2003) referred to as a multiple-case study design. The multiple-case study design was used in order to investigate the perceptions of a wide variety of EGD teachers. According to Yin (2003), a multiple- case study is implemented when the researcher wants to include cases which are deliberately contrasting to one another to compare the two cases. The second case was created to enrich the data found in the first case, which showed similar results. This study, however, included two cases with embedded subcases within each case. The subcases embedded within each case showed the contrasting opinions of the two groups of respondents (Case 1) and interviewees (Case 2).

Case 1 was the Grade 12 markers who responded to the questionnaire (see Annexure A). The respondents were divided into two subcases; 1a and 1b. Subcase 1a consisted of respondents who did not use CAD as an instructional tool within their EGD classroom, while Subcase 1b was made up of respondents who used CAD as instructional tool. Case 2 consisted of the two individual EGD teachers

36 with whom the semi-structured interview was held (see Annexure B). Two interviewees were identified based on their comprehensive responses to the questionnaire, and as such, they became Subcase 2a and 2b. Subcase 2a was a semi-structured interview held with an interviewee who did not use CAD as instructional tool in the EGD classroom. Subcase 2b was a semi-structured interview held with an interviewee who was using CAD as instructional tool. Figure 3 provides a visual representation of how Case 1 and 2 was constructed.

Figure 3: Visual representation of Case 1 and 2

According to Yin (2003), the case study method is the preferred method when trying to answer a research question containing the “how” or “why” direction. The

37 researcher also has no control over the phenomena being studied and the phenomena are being studied within their real-world boundaries (Yin, 2003).

This study set out to find out how to facilitate the implementation of CAD within the EGD classroom and therefore, the case study design is a methodological match to this study. The participants in this study either have, or have not yet, experienced CAD within their EGD classroom, without any external influences from the researcher. Due to the participants’ experience with CAD, or lack thereof, the teachers formed their own invaluable opinions about the program. These opinions of the EGD teachers were collected and analysed through the data instruments, which led the researcher to a deeper insight of the phenomenon being studied.

3.4 Selection of participants

This study used the convenient-purposive sampling method. Convenient sampling is when the researcher chooses the sample according to the ease of access to the participants (Richie, Lewis, Nicholls & Ormston, 2014).

This study used convenient sampling because the researcher identified the teachers that were present at a National Senior Certificate (NSC) Grade 12 EGD marking session at the end of 2016, as the core participants of Case 1. Around 75 EGD teachers were present for the marking of NCS Grade 12 EGD final exam papers, and all of them were therefore Grade 12 teachers from Gauteng. Gauteng was the target area for the study as it was geographically convenient for the researcher to meet up with the participants of Case 2 for the purpose of the semi-structured interviews that followed.

The purposive part of the sampling method is used to ensure that participants are only included if they satisfy the purpose of the study (Maree, 2014). In this study, all the participants (in both Case 1 and 2) needed to be Grade 12 EGD teachers in order for them to be in a position to respond to the questionnaires (Case 1) and to the interview questions (Case 2). The participants in both Case 1 and 2 needed to

38 have Grade 12 EGD teaching experience because they were most likely to have experience and insights with regard to the use of CAD in the curriculum.

The researcher selected the respondents for Case 1 at the marking venue due to their willingness to participate in this study and respond to the questionnaire. The researcher then analysed the data found within the questionnaires (Case 1), where after one respondent from Subcase 1a and one respondent from Subcase 1b, were selected based on their responses. Both interviewees fulfilled the purpose of the study to form Case 2, based on their comprehensive responses to the questionnaire. The selection of the interviewees further roots the purposive factor of the sampling method.

Furthermore, in Case 2, one of the two teachers selected for the semi-structured interview had to have not yet used CAD as instructional tool (Subcase 2a) already, whilst the other should have had successfully taught EGD with the support of CAD (Subcase 2b). The researcher therefore combined the convenient and purposive sampling methods to form convenient-purposive sampling.

In Case 1, participants were requested to sign an informed consent form and to complete questionnaires with biographical and a variety of open-ended and closed questions, including Likert scale and ranking-type questions, relating to the external variables that could possibly influence the usage and implementation of CAD. The aim of the questionnaire was to understand the perceived usefulness and perceived ease of use of the CAD program as it was experienced by the respondents.

The semi-structured interviews were set up in such a way to allow the researcher to add probing questions in order to understand data which was captured in the questionnaires in a richer sense. The semi-structured interview was comparative in nature in order to ultimately lead the researcher to understand the differences and similarities between the two embedded subcases, and ultimately to answer the primary and secondary research questions.

39 3.5 Data collection

The data for this study was collected by means of questionnaires and interviews.

3.5.1 Questionnaires

Maree and Pietersen (2007) describe a questionnaire as a written document composed of a predetermined set of questions with the intention of these questions being answered by the respondents. The aim of the questionnaire utilised in this study (Case 1) was to define, among others, the attitude of Gr 12 teachers with regard to the use of CAD in the EGD classroom. The intent was also to understand how the perceived usefulness and ease of use that teachers experience with regard to CAD influenced their attitudes, behavioural intent, and ultimately their actual use of the programme in their EGD classrooms. Another aim of the questionnaire was to pinpoint the external variables influencing the use of CAD in EDG classrooms. Annexure A shows the structure of the questionnaire.

The perceived usefulness and perceived ease of use of CAD were determined through a short list of questions that the participants of Case 1 completed before semi-structured interviews were conducted with only two of the respondents of the questionnaire (Case 2). The questionnaire questions were categorised according to the main elements of the Technology Acceptance Model (TAM), the theoretical framework of the study (See Figure 1).

The questionnaire (Case 1) was divided into three sections: A, B and C. Section A included general and biographical questions which could be answered by all respondents. Section B was only intended to be completed by those respondents who used CAD as a part of instruction in their EGD classroom (Subcase 1b). Section C was only meant for those respondents who did not use CAD as a part of instruction in their EGD classroom (Subcase 1a). Therefore, the respondents had to complete at least two sections of the questionnaire for it to be an accurate measure of data.

40 During the collection process, 75 questionnaires were distributed, of which 56 were completed and returned to the researcher. Of the 56 questionnaires, six respondents did not complete the questionnaire accurately as they only completed section A (11%). Twelve respondents (21%) completed section A and B (indicating that they had successfully integrated CAD into their EGD classrooms) and 38 respondents (68%) filled in section A and C (showing that they had not yet implemented CAD). Therefore, a sample size of 50 questionnaires was used in the study (See Figure 4).

11%_6P Respondents who submitted incomplete 21%_12P questionnaires Repondents who do not use CAD as instructional tool 68%_38P Respondents who use CAD as instructional tool

Figure 4: Case 1 respondents

3.5.2 Semi-structured interviews

Semi-structured interviews are usually made up of predetermined questions which are neither fixed nor free (Maree, 2014). In this study, the semi-structured nature of the questions ensured that the interviewer maintained focus throughout the process (Maree, 2014). The semi-structured interview allowed the interviewer to probe the interviewees when the need arose (Thomas, 2011).

Semi-structured interviewing (Case 2) was chosen specifically as it allowed the researcher to develop a broader understanding of the responses given in the questionnaires (Case 1). It also allowed the researcher to ask questions which lead

41 to an understanding of why certain teachers were able to overcome the barriers faced when introducing CAD into EGD, whilst others could not.

The semi-structured interview gave the researcher a richer understanding as to what a teacher would need in order to integrate CAD into the EGD classroom. The questions of the semi-structured interview were, once again, categorised according to the main elements of the TAM The semi-structured interview (Case 2) was divided into two sections. Section A was to be conducted with the interviewee who did not use CAD as instructional tool (Subcase 2a), while section B was conducted with the interviewee who did use CAD as instructional tool (Subcase 2b).

The semi-structured interviews took place at venues of the two interviewees’ choosing. The allocated time was also chosen by the interviewees, to ensure their convenience. The reason why the venues and times were chosen by the interviewees, was to ensure their level of comfort. The researcher made the interviewees feel comfortable before commencing with the interview by reminding the participants what the study was about and what the purpose of the interview was. Please see Annexure B for the structure of the semi-structured interview.

3.6 Data analysis

In order to analyse the data obtained from the questionnaire (Case 1) and the semi- structured interviews (Case 2), a thematic data analysis method was used. Nieuwenhuis (2007b) mentions that a thematic analysis is a systemic approach which is followed to identify central themes present in the data. This view is supported by Braun and Clarke (2006) who state that the aim of thematic analysis is to identify, analyse and report patterns within the data. In order for the data to be organised in meaningful categories, codes were assigned to each individually identified theme (Rule & John, 2011). The thematic analysis was used to identify the themes within the theoretical framework (the TAM), which was the driving force of the study. The questionnaire (Case 1) and semi-structured interviews (Case 2) were created in such a way that they were divided into the main elements of the TAM. Related themes were therefore easily identified.

When the researcher collectively refers to the respondents to the questionnaire and the interviewees who participated in the semi-structured interviews, the term all participants is used. However, the teachers who responded to the questionnaire (Case 1) were divided into two subcases, referred to throughout this chapter and the rest of the study as:  Non-CAD user respondents (Subcase 1a), and  CAD user respondents (Subcase 1b).

The data retrieved from the questionnaire was coded into an Excel spreadsheet where the researcher made quantitative evaluations of the data collected. These quantitative values added to the enrichment of the qualitative aspect of the research through the triangulation of different data collection methods.

The two teachers who participated in the semi-structured interviews (Case 2) are referred to as follows:  The non-CAD user interviewee (Subcase 2a). This participant was a female and is referred to, after the initial introduction, as she/her.  The CAD user interviewee (Subcase 2b). This participant was a male and is referred to, after the initial introduction, as he/his.

The interviews were recorded on an audio device with the permission of the participant and was then transcribed into Microsoft Word. Next the transcripts were thoroughly analysed with colour-coded themes that correlated with the TAM elements as discussed previously.

Due to the fact that the researcher had a personal investment in this study, as the researcher is an EGD teacher herself, the researcher used her own voice within the data analysis as well. In qualitative research, the researcher is allowed to voice their own opinion if they themselves has lived through the phenomenon under investigation. This can be seen in the quote by Vickers (2002): “The author considers the underrated and marginalized role of the researcher as story teller by sharing stories of her own life,…” (Vickers, 2002: 608).

43 The researcher used her own voice in order to enrich the data analyses. Throughout the data analyses, the researcher refers to herself in first person when adding an opinion. Bias was avoided through the triangulation of the different data collection methods used within this study, further discussed later in this chapter.

3.7 Quality criteria

In a qualitative research study, the researcher can address the issue of trustworthiness through the following principles: credibility, transferability, dependability and confirmability (Rule & John, 2011). These principles are discussed below.

Credibility is the degree to which the reality of the case is conformed to through the eyes of the participants of the study (Rule & John, 2011). In order to ensure credibility in this study, the research must be thick with rich descriptions and must have concrete detail given by the participants of the study. This was assured by the use of open-ended and follow-up questions in the questionnaire and semi-structured interviews, as well as probing questions in the semi-structured interviews. Another way which ensured credibility was for the researcher to constantly reflect on the data collected and checking with the participants of the study whether the data was interpreted accurately (Tracy, 2010). This was done after the coding of questionnaires and the transcription of the semi-structured interviews by way of member checking.

Transferability is the criteria which determines to which extent the results of the study could be generalised to similar environments within other studies (Shenton, 2004). The nature of this research study limited the generalisation ability of the study as it was a very specific field on which the focus of the study was placed. However, it does not mean that the research was not valuable or scientific (Thomas, 2011). The research design and processes followed within this study was described in great detail. Therefore, similar studies conducted outside of Gauteng could possibly benefit from this study. Although this study does not generalise well, it provides a

44 solid platform from which other researchers can conceptualise their own future studies.

Dependability recognises the repeatability of the research within the same context. Therefore, if another researcher uses the same methods and participants, the same results will reflect in their study (Rule & John, 2011). The purpose of dependability is to ensure that proper research practices were implemented throughout the study and that the results and conclusion of the study can be fully accepted by the reader with absolute confidence (Shenton, 2004). Dependability was ensured by describing the methodology in depth as done in this chapter, through proper documentation of all data collected and analysed, and through an audit trail where member checking and reflection is visible (Shenton, 2004).

Confirmability is the statement of objectivity within the research study and is a statement with regard to the degree to which others agree or corroborate with the research findings. The research findings, therefore, reflect the views of, among others, the participants within the study and not only the view of the researcher (Rule & John, 2011). To ensure objectivity in this study, the researcher used an inductive approach to data analysis. The researcher stated the limitations of the study, made the working assumptions of the researcher clear, and stated the positioning of the researcher as it relates to the study (Shenton, 2004). The working assumptions and limitations of the study were set out in Chapter 1.

Two more ways the researcher used to ensure quality criteria within the study was the use of triangulation and crystallisation methods throughout the study. These two quality assurance methods are discussed below.

Triangulation is defined by Denzin and Lincoln (2011) as the usage of more than one methodology to understand one particular phenomenon. Triangulation takes place in this study through the usage of questionnaires (Case 1), which are often associated with quantitative research, and semi-structured interviews (Case 2), as a qualitative data collection method. The different types of data collection methods allowed the researcher to give an element of quantitative methods alongside qualitative methods, which resulted in a much richer understanding of the data. The

45 triangulation of data protected the researcher against bias caused by the implementation of the researcher’s own voice in Chapter 4.

Crystallisation is the usage of more than one data collection method to ensure that the study is not a subjective view from the researcher (Johnson & Jehn, 2009). Crystallisation ensured that the study was free from bias (Tobin & Begley, 2004). The researcher ensured crystallisation by using both questionnaires and semi- structured interviews from which to gather data.

It was, therefore, critical for the researcher to comply with the principles of trustworthiness throughout the study to ensure that the study contributes to research in a valuable and scientific manner.

3.8 Summary

This study followed the principles of a qualitative research design. All data collection and analyses were done through an interpretivist viewpoint. The research design chosen for the study was the multiple-case study design through which participants were chosen by means of convenient-purposive sampling.

Data for the study was collected through the use of questionnaires and semi- structured interviews with the aim collecting data from Grade 12 EGD teachers who either used or did not use CAD in their classrooms. The analysis of the data was done with the utilisation of thematic analysis methods.

The trustworthiness of the study was ensured through the principles of credibility, transferability, dependability confirmability, triangulation, and crystallisation. The trustworthiness principles addressed the limitations, bias and assumptions identified by the researcher in the previous chapter.

In the following chapter, the findings will be discussed.

46 Chapter 4

4.1 Introduction

This chapter analyses and discusses the data from the data collection instruments. The data collection instruments were the questionnaires and the semi-structured interviews.

The data was analysed according to the theoretical framework defined in Chapter 2. The framework used in this study is the Technology Acceptance Model (TAM). The TAM’s main elements include: external variables, perceived usefulness, perceived ease of use, attitude towards using, behavioural intention to use, and actual systems use. The data retrieved from each instrument was thoroughly analysed under each of these headings in order to answer the primary research question, listed here as a reminder: What is needed to facilitate the implementation of CAD into the EGD classroom?

4.2 General information of questionnaire participants

This section is presented to the reader in order to provide background on the respondents who completed the questionnaires. Figure 5 shows the number of years each Grade 12 EGD markers have been teaching EGD.

47 Non-CAD user respondents (Subcase 1a)

21%_8P Over 20 years 34%_13P Between 10 -19 years 45%_17P Less than 10 years

CAD user respondents (Subcase 1b)

Over 20 years 33%_4P 50%_6P Between 10 -19 years 17%_2P Less than 10 years

Figure 5: How many years have you been teaching EGD?

The results above show that the biggest group of respondents of the non-CAD users (Subcase 1a) consisted of the markers who have taught Engineering Graphics and Design (EGD) for between 10-19 years. The significance of the data, however, was found in the results of the CAD user respondents (Subcase 1b). The data of Subcase 1b showed that 50% of the respondents have been teaching EGD for less than 10 years. This is significant due to the fact that it was mentioned by Msila (2015), Prensky (2001) and Clark and Scales (2009) that the older generation of educators often shy away from the usage of ICT. It appears that age plays a role in the actual use of Computer-Aided Design (CAD), and this observation is confirmed by the data collected.

The researcher wanted to point out the data in Figure 6 specifically to show how many of the respondents (Subcase 1a and 1b) have an influence on all the EGD learners in their particular school. The majority of the respondents do not only teach

48 EGD to one grade, but many seem to be teaching all three grades. This is significant due to the fact that the CAD user interviewee (Subcase 2b) indicated that he introduced CAD to his EGD learners in Grade 10 already. He then argued that if he starts teaching them CAD this early on, he could get them 2D- or even 3D- certified by the time they get to Grade 12. He mentioned that it is to the benefit of his Grade 12 learners if they are certified in CAD, as they are then immediately employable as draughtsmen when they step out of school. It seems like a missed opportunity if 38 of the non-CAD user respondents (Subcase 1a) do not teach CAD to their EGD learners from as early on as Grade 10 as can be seen in Figure 4.

Non-CAD user respondents (Subcase 1a)

18%_7P Grade 10, 11 and 12 16%_6P 66%_25P Grade 11 and 12 Grade 12 only

CAD user respondents (Subcase 1b)

17%_2P 8%_1P Grade 10, 11 and 12 Grade 11 and 12 75%_9P Grade 12 only

Figure 6: Which grades do you teach?

4.3 External variables

The external variables are those elements which influence the user of the technology with regards to their perceived usefulness and ease of use of the said

49 technology (Davis, 1989). With the collection of the data, the intent was to pinpoint what the external variables were that influenced the perceived usefulness and ease of use of the EGD teacher towards the CAD program.

The external variables identified within the literature study done in Chapter 2 were the following:  lack of infrastructure and resources (Khan et al., 2012).  policies and funding (Touray et al., 2013).  cultural factors such as language factors (Mbodila et al., 2013),  teacher training (Msila, 2015).  time constraints (Gülbahar & Güven, 2008).

These external variables have a direct impact on the perceived usefulness and ease of use which in turn influence the attitude towards use, behavioural intention towards use and actual systems use as seen in the TAM in Figure 1. This study however looks particularly at the usage of CAD as the technology system, as seen in Figure 2.

This study, however, identified the following external variables through the data collected from the questionnaires and interviews:  the availability of resources for the implementation of CAD.  EGD Curriculum And Policy Statement’s (CAPS) lack of follow-up policies for the implementation of CAD.  formal training of teachers in the usage of CAD.  support from the Department of Basic Education (DBE) and CAD service providers.  time constraints to teach CAD.

4.3.1 Availability of resources for the implementation of CAD

Figure 7 and Figure 8 show the availability of CAD computer laboratories and the CAD software for the 50 respondents of Case 1. The data within Figure 7 indicated

50 that 20 of the 38 non-CAD user respondents in Subcase 1a, do indeed have computer laboratories available at their school and that 22 of the respondents in Subcase 1a also have the CAD software available at their school. It is therefore surprising that the respondents in Subcase 1a are not yet using CAD as an instructional tool within their EGD classrooms.

Non-CAD user respondents (Subcase 1a)

5%_2P

Yes 42%_16P 53%_20P

Not indicated

CAD user respondents (Subcase 1b)

17%_2P

Yes No 83%_10P

Figure 7: Does your school have a computer laboratory available for CAD?

Although Figure 7 shows whether or not the school has a CAD laboratory, Figure 8 was more focussed on whether the respondents in both Subcase 1a and 1b had the CAD software available at their school. In Figure 8 the researcher acknowledges that one respondent in Subcase 1b claimed that he used CAD as an instructional tool, but indicated in that he does not have the CAD software available at his school. This respondent in Figure 8 also indicated that he does not have a computer laboratory at his school, along with one other respondent. Similarly, to the previous

51 respondent, the researcher does not have a computer laboratory dedicated for CAD at their school.

Non-CAD user respondents (Subcase 1a)

3%_1P

39%_15P Yes 58%_22P No

Not indicated

CAD user respondent (Subcase 1b)

8%_1P

Yes No 92%_11P

Figure 8: Is the CAD software available at your school?

Although 38 of the 50 respondents are yet to use CAD as instructional tool, Figure 8 shows that the CAD software is indeed available at 58% of the schools in Subcase 1a. There are, however, many factors which influence the implementation of the software and these were explored further as can be seen in Figure 9.

52 Non-CAD user respondents (Subcase 1a)

32%_12P Yes 68%_26P No

CAD user respondents (Subcase 1b)

42%_5P Yes 58%_7P No

Figure 9: Are there any challenges you face (foresee) with the usage of CAD in the EGD classroom?

In Figure 9, it is clear that the participants in this study experienced, or foresee that they would experience, challenges with regards to using CAD in their classrooms. The participants were asked to expand on their answer to this question. The following aspects were highlighted as being necessary for the successful implementation of CAD into the EGD curriculum:  A computer laboratory dedicated to CAD usage.  A budget for the of hardware, software and licensing of CAD.  Sufficient ratio of the number of computers to the number of learners in the classroom.  Security systems to protect the assets.  Reliable supply of electricity.

53 Each of these aspects is discussed in more detail below.

A computer laboratory dedicated to CAD

The non-CAD user interviewee (Subcase 2a) indicated that they do not have a computer laboratory at her school that is available for CAD teaching. The laboratories that are in existence, are being used for teaching Computer Applications Technology (CAT) and Information Technology (IT). This means that because the laboratory is already being used to its full capacity for these two subjects, CAD cannot be offered there as well. She has also noted within EGD subject meetings, that the facilitators always mention that one cannot offer CAD if the school is not equipped with a laboratory that is solely dedicated to CAD.

The respondents of both Subcase 1a and 1b claimed that one of the reasons why a separate CAD laboratory would be needed, is due to the fact that the specifications of the hardware in such a laboratory need to be of a higher level than that of an ordinary computer laboratory. These higher specifications are required in order for the hardware to run a sophisticated program such as CAD.

The EGD learners would also need to be able to access the laboratory outside of class time, for example during breaks, or after school, in order for them to practise and master what they have learnt. The respondents in both Subcase 1a and 1b supported the argument that schools would need to update their hardware in order to run the CAD program.

A budget for the hardware, software and licencing of CAD

The non-CAD user respondents (Subcase 1a) revealed that they foresaw a huge hurdle when it came to the high costs of the hardware, software and licences needed to implement CAD into EGD. The CAD user respondents (Subcase 1b) agreed that the costs surrounding the maintenance of hardware and software are high as the specifications of the hardware needs to be high-end to be able to run the CAD software. Supporting this, the CAD user interviewee (Subcase 2b) explained that is was quite costly for him to finally get his CAD laboratory up and running and since

54 opening the lab five years ago, he has upgraded both the hardware and the software, twice. The non-CAD interviewee (Subcase 2a) agreed and claimed that she did not foresee her school implementing a CAD laboratory any time soon, due to the high cost of such an endeavour. It would require the non-CAD user interviewee’s (Subcase 2a) school to establish a completely new and separate laboratory for just for CAD-usage.

The CAD implementation process was supported by the CAD user interviewee (Subcase 2b) when he mentioned that the budget has always been an issue and would always be one for public schools. The CAD user interviewee went on to say that EGD is usually not a big subject and that a relatively small number of learners take EGD if it is not a technical school. The resources needed to offer the program are expensive and it requires a large sum of money, and for what seems to be a small number of learners.

The challenge of licencing was also mentioned by the respondents of both Subcases 1a and 1b. Licencing for the program can be a problem for a large number of schools as it can cost schools thousands to obtain the licensing for the full CAD package. Respondents in Subcase 1b supported this notion and indicated that they experienced several challenges with CAD when the program did not have an updated licence.

The CAD user interviewee (Subcase 2b) indicated that his school has upgraded their CAD package twice in the last five years. He indicated that the Government provided the school with their first version of CAD, which was a very basic version of the program available, for free, but that he was not satisfied with this arrangement. His school then needed to buy the necessary full licences for themselves. Many schools, however, do not have the funding to follow suit. Therefore, many schools would need to be satisfied with the basic free version of CAD that limits many of the most attractive functionalities. It must be noted that the free version is, however, available for use up to a period of three years, which can potentially be sufficient for those schools who cannot afford to buy the full licencing package for CAD immediately.

55 Sufficient ratio of the number of computers to the number of learners in the classroom.

The challenge that the respondents of both Subcase 1a and 1b faced with regards to the ratio of learners versus the number of available computers, was another one of the challenges that the respondents highlighted. The respondents in Subcase 1b, revealed that the number of learners in their EGD classes were too large for them to be able to successfully teach CAD with each learner having access to their own computer.

Similarly, when the CAD user interviewee (Subcase 2b) was asked if the number of learners per class is an issue, he revealed that he can only successfully teach a class of approximately 25 learners. This information was interesting due to the fact that many EGD classes in general are bigger than 25 learners, especially in technical high schools where EGD is a compulsory subject. The respondents of both Subcase 1a and 1b revealed that they sometimes have to deal with 30 to 40 learners in one class. The researcher can add that, just trying to teach the basic principles of EGD to a class larger than 25 if already challenging, as each learner requires individual attention. Learners who need to require the skills for CAD, would also need individual attention. Prensky (2001) also highlighted this dilemma when he mentioned that some schools do in fact have computers and software at their disposal, but they lack the sufficient quantity to satisfy the number of learners in the classroom. The CAD user respondents (Subcase 1b) added to the problem of class size, mentioning that it is sometimes very difficult for the teacher to monitor all the learners at once. This challenge could lead to the inefficient teaching and learning of CAD.

Security systems

Due to the costs of all the high-end resources needed for CAD, schools need adequate security measures to keep the resources safe. Mbodila, Jones and Muhandji (2013) support this notion of having security measures in place to keep resources secure, especially in a crime-stricken country such as South Africa. The respondents in both Subcase 1a and 1b stated that security measures are needed

56 when they were asked what the challenges were with regards to the implementation of CAD. The security measures, however, may prove to be hindersome for the learners as they often need access to the CAD laboratory after hours in order to practise their skills in the program. The researcher has also experienced this at their own school, as even trying to place any electronic equipment, would require the researcher’s class to be upgraded with regards to security.

Reliable supply of electricity

One of the most prominent challenges, as mentioned by both the respondents in Subcase 1a and 1b, was power failures. It is unfortunately a fact that South African schools often experience power cuts. The power cuts hinder the teaching of CAD and the work sessions that learners would like to attend as well. Power interruptions is, therefore, an important factor to consider when it comes to the implementation of any ICT within a South African school, and CAD is no exception. This is supported by the claim made by Khan et al. (2012), which states that a stable supply of electricity is needed for ICT, which is one of the main concerns in developing countries, such as South Africa.

4.3.2 EGD Curriculum And Policy Statement’s (CAPS) lack of follow-up policies for the implementation of CAD.

The EGD CAPS document and the lack of follow-up policies for the implementation of CAD, was identified as a major external factor to consider, when CAD is introduced into the EGD classroom. Figure 10 displays whether the respondents in both Subcase 1a and 1b were aware of the fact that the CAPS document indicates that CAD is compulsory within the completion of the Practical Assessment Task (PAT).

The respondents of both Subcase 1a and 1b, answered this question in similar ways, as it is displayed in Figure 10. The opinions of both respondent groups in Subcase 1a and 1b were that it was unrealistic to insist that CAD be a compulsory part of EGD, due to the fact that schools do not yet have the resources to offer CAD.

57 Sixteen of the respondents of Subcase 1a and six of the respondents of Subcase 1b, indicated that if the use of CAD was made compulsory, many schools would need to stop offering EGD, as they would not be able to provide the resources needed to offer CAD as part of the subject. This would be detrimental to EGD as a school subject and might result in EGD ceasing to be offered within many of the South African public schools.

Non-CAD user respondents (Subcase 1a)

29%_11P 42%_16P Yes No 29%_11P Not indicated

CAD user respondents (Subcase 1b)

50%_6P 50%_6P Yes No

Figure 10: Did you know that the EGD CAPS document indicates that CAD is compulsory with the PAT?

The replies of the participants and the interviewees showed that although the CAPS curriculum currently includes CAD, there is no follow-up policy or implementation strategies in place to guide schools and EGD teachers as to the implementation of this component of the curriculum. This is in alignment with what Yusuf and Balogun

58 (2011) claimed, when they mentioned that governments rarely produce the follow- up policies needed to actually implement the ICT in question.

4.3.3 Formal training of teachers in the usage of CAD.

The formal training of the EGD teachers seems to be one of the most pertinent external variable within this study and the responses of the participants are represented in Figure 11. The problem seems to be that even though 28 respondents in Subcase 1a were indeed formally trained in CAD, they still didn’t use the program in their classrooms. This begs the question as to why there is such a low rate of CAD usage within schools that offer EGD. One response could be that teachers are not yet confident in their CAD abilities, despite having received good quality training. Another may be that the quality of training that the EGD teachers are receiving do not adequately prepare them for using it in their classrooms. Figure 11 shows the number of respondents in both Subcase 1a and 1b that received formal CAD training.

The CAD training providers offering the respondents from Subcase 1a and 1b their training, varied from the Gauteng Department of Education (GDE) and tertiary institutions to commercial CAD service providers. The researcher also did not receive their training through the GDE, but rather through a tertiary educational institution. Due to the fact that the GDE provides CAD training to teachers for free, one would consider this to be the main institution through which training would be acquired.

59 Non-CAD user respondents (Subcase 1a)

2%_1P

24%_9P Yes No 74%_28P Blank

CAD user respondents (Subcase 1b)

8%_1P

Yes No 92%_11P

Figure 11: Are you formally trained in CAD?

In Figure 12, however, one can clearly see that of the three institutions mentioned, the GDE’s offering seems to be in the minority. In Subcase 1a one can see that of the 38 respondents, only five received their training from the GDE. Subcase 1b, however, shows that none of the respondents received their training from the GDE.

60 Non-CAD user respondents (Subcase 1a)

GDE 13%_5P

31%_12P Tertiary institution 18%_7P

CAD service 38%_14P provider No training

CAD user respondents (Subcase 1b)

GDE 8%_1P 0% Tertiary institution 33%_4P 59%_7P CAD service provider No training

Figure 12: Through which institution did you receive your training?

The question the researcher wanted to address in Figure 13, was not whether the respondents in Subcase 1a received training, but rather if they would use CAD if they were sufficiently trained. As it could be seen in Figure 11, the majority of the participants in both Subcase 1a and 1b has indeed received formal training. Both the interviewees in Subcase 2a and 2b also mentioned that they were formally trained. With this said, however, only a small number of the participants in both Case 1 and Case 2 indicated that they were using CAD as an instructional tool at present (Figure 4).

61 Non-CAD user respondents (Subcase 1a)

16%_6P

5%_2P Yes No 79%_30P Unsure

Figure 13: If you were sufficiently trained in CAD, would you use CAD as an instructional tool?

Thirty respondents in Subcase 1a claimed that they would indeed use CAD, if they felt that they were sufficiently trained (Figure 13). In contrast, four of the non-CAD user respondents (Subcase 1a) in this study, including the non-CAD user interviewee (Subcase 2a), expressed that they would be uncomfortable with teaching CAD even if they received sufficient training. In the follow-up question, that asked for clarification, these four non-CAD user respondents (Subcase 1a) did, however, express that they feel that they would need to master the basics of CAD, before they could instruct anyone else. The researcher agrees with this statement, as they know that CAD is an intricate program that requires quite a bit of practice, before one can master it.

The non-CAD user interviewee (Subcase 2a) was also asked whether she would use CAD if she were sufficiently trained. She responded by saying that she would also use the program, provided that she received high quality training that resulted in her feeling competent enough to share her own skills in this regard. The response by the interviewee in Subcase 2a, reveals that the majority of the non-CAD users in both Case 1 and 2 are willing to instruct EGD with the usage of CAD, but that comprehensive training seems to play a major role in the EGD teachers’ attitude towards use, behavioural intention and ultimately, their actual use of CAD in the classroom. As mentioned in the literature by Dowling and Lai (2012), the attitude of the teachers is directly linked to the training that they have received in the program

62 that they are intended to instruct. The data collected in this study therefore supports the notion by Dowling and Lai (2012).

It is obvious that it is not only whether or not teachers have received training, that matters when it comes to the implementation of CAD in the EGD classroom. The teachers’ resulting level of competence is also important. The four respondents in Subcase 1a and the interviewee in Subcase 2a claimed that teachers’ low level of self-confidence was due to the low quality of the training they had received, or in some cases within Subcase 1a, the lack of training altogether, as could be seen in Figure 11.

Similarly, the CAD user interviewee (Subcase 2b) indicated that one of his colleagues had been sent for formal CAD training on more than one occasion, but that he still did not feel confident enough to teach CAD (which speak to the ease of use of the TAM). He indicated that his colleague was an older gentleman and when probed about whether the interviewee thought it was due to age, he stated that he believed that it was indeed the case. Literature shows that Khan et al. (2012), Fu (2013) and Buabeng-Andoh (2012), all agree that in order for teachers to be ICT efficient, they need to be competent. These studies in the literature concluded that for the teachers to be competent, they need to be sufficiently trained.

It must also be said that in Subcase 2a it was mentioned by the interviewee, that due to the low quality of the training in CAD that she had received, she had a negative attitude towards the program. She was also afraid to use the program in front of her class due to insecurity. The researcher wanted to highlight this as it might be the case for many of the respondents of Subcase 1a, and might be a contributing factor as to why they are not using CAD as an instructional tool.

4.3.4 Support from the Department of Basic Education (DBE) and CAD service providers.

In the previous Section 4.3.3 the researcher conveyed the importance of training to the reader, as experienced through the participants in this study. It must, however

63 be said, that training goes hand-in-hand with the support that the EGD teacher receives, after training has concluded. As seen in Figure 12, the GDE did not feature prominently when the respondents of Subcase 1a and 1b were asked where they received their formal CAD training.

The non-CAD interviewee (Subcase 2a) also had something interesting to add to this. She indicated that she anticipated that the DBE would lend their support, but in reality that did not materialise. The non-CAD user interviewee indicated that she had to complete a form annually that asked about the areas in which the EGD teachers need support. The researcher can support the claim made by the non-CAD interviewee, as the researcher also asks for support with CAD on the annual form, but that never materialises. For the past six years the non-CAD user interviewee has indicated that she needed support in CAD and nothing has been done as yet. Similarly, when the CAD user interviewee was asked if the computer laboratory was in any way supported by the DBE, he indicated that they got him a very basic free version of the program, which he was not satisfied with. The CAD user interviewee then approached his school to purchase the full version. The respondents of both Subcase 1a and 1b were also asked whether they required support after their CAD training has been concluded. Their responses are displayed in Figure 14 below.

The theme of support pertains to the school supporting the installation of the hardware, software and licencing needed for CAD, the support from the Department of Education for the training of teachers, and the support needed from the CAD- associated industries for training and maintenance on the program. Something interesting that was mentioned by the non-CAD user interviewee (Subcase 2a) was that she felt that the CAD service provider needed to lend their support as well to answer any questions, or fix any issues experienced by the school, whilst offering CAD. This statement is supported by the CAD user interviewee who stated that the CAD service providers play a key role in the successful usage of CAD.

Non-CAD user respondents (Subcase 1a)

8%_3P Strongly disagree 0%

Disagree 50%_19P 42%_16P Agree

Strongly agree

CAD user respondents (Subcase 1b)

Strongly 0% disagree 8%_1P Disagree 42%_5P 50%_6P Agree

Strongly agree

Figure 14: Using CAD requires support from CAD training facilities

4.3.5 Time constraints to teach CAD

The respondents in both Subcase 1a and 1b were asked whether they felt that enough time was set aside in the EGD CAPS document for the sufficient teaching of CAD (Figure 15). Twenty-eight of the respondents in Subcase 1a and nine of the respondents in Subcase 1b did not feel that there was enough time set aside in the syllabus for the teaching of CAD. The time factor is mentioned by Gülbahar and Güven (2008), who state that most curricula do not provide sufficient time for the teaching of ICT-supported content. Raman and Yamat (2014) further mention that teachers find it even more daunting to finish the syllabus with the integration of ICT in their everyday teaching, as they need to plan for the successful implementation of ICT.

The time constraints regarding the introduction of CAD in the EGD classroom was also mentioned by the CAD user interviewee (Subcase 2b), who stated that he can only teach CAD once a week. He explained that he experienced this as problematic, as it was not enough time to ensure that all the learners mastered the program. The CAD user interviewee was of the opinion that learners could only become CAD literate if they started their CAD training from as early on as Grade 10 already.

Non-CAD user respondents (Subcase 1a)

5%_2P 21%_8P Yes No 74%_28P Unsure

CAD user respondents (Subcase 1b)

25%_3P

Yes 75%_9P No

Figure 15: Enough time set aside in the year to cover the EGD curriculum

The time spent on CAD training also limited the time available to teach important theoretical EGD concepts. The non-CAD user interviewee (Subcase 2a) claimed that she struggles to cover the entire EGD syllabus, even without the introduction of CAD. She specifically referred to the limited time allocated for teaching the EGD learners in Grade 12. This is in alignment with what the CAD user interviewee (Subcase 2b) advised namely, that CAD teaching should start in Grade 10, as the

66 issue of limited time to cover the curriculum seems less of an issue in the earlier years. The CAD user interviewee (Subcase 2b), furthermore, indicated that, because of time constraints, he only used CAD to assist his learners with the Practical Assessment Task (PAT), and not necessarily with the mastery of other EGD concepts.

Time constraints does not seem to only affect the curriculum and teaching time in the EGD classroom. It is also an important factor that impacts on the EGD teachers’ mastery of CAD as well, as indicated by the non-CAD user interviewee (Subcase 2a). The non-CAD user interviewee mentioned that she felt that she would need a significant amount of time to grasp the full extent of the program and after mastering the basics, even more time to practise her new CAD skills.

The CAD user interviewee (Subcase 2b) continued and stated that over and above the teachers’ own need for time to train, the learners also needed additional time to practise what they learnt on a specific day. Only being exposed to CAD concepts, once in a formal period in school, would not be sufficient for long term memory. The participants in this study (Case 1 and 2) all agreed that time constraints were a significant barrier to the successful implementation of CAD in the EGD classroom.

4.4 Perceived usefulness

Perceived usefulness is defined as the degree to which the individual believes that any particular information or technology system can enhance their job performance (Davis, 1989). If the participants in this study therefore find CAD as being useful within the EGD context, there would be a good chance that they would change their attitudes towards the program, which in turn would lead to a change in their behavioural intent and ultimately their actual use of CAD in their EGD classrooms. However, considering the time constraints mentioned earlier, this may be unlikely as Teo, Lee and Chai (2008) states that perceived usefulness refer, among other, to a decrease in the time it takes to perform a specific job. Therefore, if the teachers perceive the program as taking up too much time, they will, in all likelihood, not find the program useful (Teo, Lee & Chai, 2008).

An analysis of the findings, however, showed a number of other aspects that impacted positively on the way teachers perceived the usefulness of CAD. These aspects will now be discussed in more detail.

4.4.1 CAD in the profession

To find out how useful CAD was to all participants in the study (Case 1 and 2), the respondents in Subcase 1a and 1b where asked if they believed that CAD was being used in the professions that EGD students typically choose to follow (Figure 16). Thirty-five of the respondents in Subcase 1a and 11 respondents in Subcase 1b agreed that CAD is being used in EGD-type professions.

Non-CAD user respondents (Subcase 1a)

8%_3P Strongly disagree

Disagree

92%_35P Agree

Strongly agree

CAD user respondents (Subcase 1b)

Strongly 8%_1P disagree Disagree

Agree 92%_11P Strongly agree

Figure 16: CAD is being used in the profession

The two interviewees (Subcase 2a and 2b) also agreed with the statement by saying that teaching CAD to the learners is beneficial, as it is being used in both design- focussed post-school learning programmes and design-based careers. This opinion is supported by Sinclair (2006), who stated that CAD has been heavily introduced within design-focussed careers such as architecture, engineering and designing over the past decade or so. The researcher supports this, due to job application searches of design-focussed careers on the internet. Each one of these design- focussed job advertisements claimed that the applicant must be proficient in a CAD program.

The CAD user interviewee (Subcase 2b) further stated that learners who mastered the use of CAD could benefit from certification as this would put them in a position to apply for draughtsman positions after leaving school. All the participants in the study (Case 1 and 2) agreed that it would be useful to study CAD as it would prepare school leavers for future studies and possible employment in a design-based profession.

4.4.2 Necessity of the CAD program in EGD

The 21-st century learners of this generation is defined as information-hungry by Copriady (2014), and as such it is important to find out whether the participants in both Case 1 and 2 understood the needs of their EGD learners. In Figure 17, the researcher posed the question to the respondents of Case 1, asking whether they thought their learners needed to be exposed to CAD.

69 Non-CAD user respondents (Subcase 1a)

8%_3P

Yes No 92%_35P

CAD user respondents (Subcase 1b)

Yes No 100%_12P

Figure 17: Should learners be exposed to CAD?

Thirty-five of the respondents in Subcase 1a and all 12 respondents in Subcase 1b agreed that learners should be exposed to the CAD program. The respondents in Subcase 1a and 1b also agreed that CAD prepares the learners for their design- focussed careers and for what they would be exposed to in any design-focussed learning programme at a tertiary institution. The respondents stated that the introduction of CAD made EGD acted as mental stimulation for the learners, which in turn made them more interested in the basic concepts of EGD.

This increase in stimulation was supported by the non-CAD user interviewee (Subcase 2a) who claimed that CAD would “spark the learners’ interest in the subject”. She agreed that the master of the CAD basics would prepare the learners for their future endeavours within a design-based profession.

70 The following open-ended question was posed to all respondents (Subcase 1a and 1b) in section A of the questionnaire:

How have the learners responded to being taught CAD? Please give reasons why you think they have responded in this way.

The respondents of both Subcase 1a claimed that learners would respond positively and the respondents in Subcase 1b claimed that the learners have responded positively to CAD as they enjoyed working with technology. The respondents in Subcase 1b also argued that the introduction of CAD gave EGD an exciting and motivational edge which seemed to encourage learners to take the subject. The non-CAD user interviewee (Subcase 2a) supported this by saying that the program would add an additional dimension to the subject. The non-CAD user respondents (Subcase 1b), replied in a similar way, mentioning that the current generation of learners in their EGD classes were technology-driven and that they would therefore respond overwhelmingly positively.

4.4.3 Benefits of CAD in EGD

Figure 18 shows whether the respondents of both Subcase 1a and 1b agreed that CAD had inherent benefits for the subject of EGD; not just in general, but specifically how CAD could benefit the teaching of EGD concepts.

Thirty-four respondents in Subcase 1a and eight respondents in Subcase 1b felt that CAD could assist in the teaching of EGD concepts. Although in the Figure 18 it seems that there are more respondents that replied negatively, there were four respondents in Subcase 1a and four respondents in Subcase 1b, who had a negative response to the question. The researcher would like to refer the reader to Figure 23, in order to explain why four respondents in Subcase 1b, responded negatively to the question posed to them in Figure 18. The non-CAD respondents (Subcase 1a) stated that it would be especially beneficial in the teaching of 3D concepts, as they are much easier to explain using CAD due to the fact that one can manipulate the images on the computer. The respondents from Subcase 1a and 1b

71 also mentioned that CAD would be a quicker and easier method to teach some of the more difficult EGD concepts.

Non-CAD user participants (Subcase 1a)

5%_2P 5%_2P Yes No 90%_34P Unsure

CAD user participants (Subcase 1b)

33%_4P

Yes 67%_8P No

Figure 18: Do you feel that CAD can assist in the teaching of EGD concepts?

The respondents from Subcase 1b mentioned that CAD is not only beneficial for the teaching of difficult concepts, but is also beneficial for the EGD learners. CAD enables the learners to produce much more accurate and neater drawings in a shorter timeframe. Many respondents from both Subcase 1a and 1b as well as the CAD user interviewee (Subcase 2b) agreed that CAD is hugely beneficial when it comes to the completion of the PAT and that it saves time for the learners. Therefore, the benefit from the teachers’ perspective of CAD, is that it alleviates the stressfulness of teaching difficult subject matter and from the learner’s perspective, that it assists them with their PAT.

72 4.4.4 Benefits of CAD for teacher’s personal use

With this section, the spotlight is on how useful CAD is to the EGD teacher specifically. Figure 19 shows how many of the respondents in Subcase 1a and 1b use CAD as an instructional tool.

Non-CAD user respondents (Subcase 1a)

9%_3P

13%_5P Never 44%_17P Sometimes 34%_13P Often Very often

CAD as intructional tool

17%_2P 33%_4P Never Sometimes

50%_6P Often Very often

Figure 19: I use CAD as an instructional tool

Although the respondents in Subcase 1a indicated that they do not use CAD as instructional tool earlier in the questionnaire (by filling in Section A and C) there were still 21 respondents who indicated that they used CAD as instructional tool. This might seem confusing, but the respondents of Subcase 1a, indicated that although they do not teach CAD to the learners, they are still using it to display images and drawings to the learners.

73 In Figure 20, the researcher wanted to investigate whether the respondents (especially those in Subcase 1a) used CAD at home, even if majority of them did not use CAD as an instructional tool at school.

Non-CAD user respondents (Subcase 1a)

24%_9P 25%_10P Never Sometimes 16%_6P Often 35%_13P Very often

CAD user respondents (Subcase 1b)

0% 17%_2P Never Sometimes 58%_7P 25%_3P Often Very often

Figure 20: I use CAD at home

Only ten respondents of Subcase 1a indicated that they never used CAD at all, where the other 28 respondents of Subcase 1a, did indeed use CAD at home. All 12 of the respondents of Subcase 1b used CAD at home, at some points within their school year, as can be seen in Figure 20.

Many of the respondents of Subcase 1a and 1b indicated (see Figure 21) that they used CAD at home to set up notes, tests and exams for their EGD learners. Figure 21 shows that 23 respondents of Subcase 1a use CAD for this purpose and that all 12 of Subcase 1b’s respondents use CAD to set up notes, tests and exams. This is interesting due to the fact that many respondents in Subcase 1a as well as

74 the interviewee in Subcase 2a, indicated that they were not yet confident enough to use the program, yet Figure 21 depicts something quite contradictory.

Non-CAD user respondents (Subcase 1a)

23%_9P Never 40%_15P Sometimes 11%_4P Often 26%_10P Very often

CAD user respondents (Subcase 1b)

9%_1P 0% 8%_1P Never Sometimes Often 83%_10P Very often

Figure 21: Using CAD to set up notes and exams

It seems as if the teachers do not feel comfortable enough with their own knowledge of CAD to teach EGD with it, but that they did possess some of the basic skills that they could use to create teaching materials with the program.

In Figure 22, the researcher specifically focussed her attention on the CAD user respondents of Subcase 1b. The researcher explored the possibility that there might be more tangible benefits to CAD that have not been mentioned before.

75 CAD user respondents (Subcase 1b)

8%_1P

Yes No 92%_11P

Figure 22: Are there any tangible benefits of CAD for your personal use?

From the data above, one can clearly see that the respondents of Subcase 1b find CAD to be beneficial for their personal use with 11 out of the 12 respondents indicating that they found CAD to be beneficial. The respondents of Subcase 1b again mentioned that CAD was beneficial due to them, in that it enabled them to set up exam papers, tests and notes and in that it saved them time during teaching and the completion of the PAT. The two interviewees (Subcase 2a and 2b) had very similar responses to those of Subcase 1b.

The results indicate that many of the EGD teachers who participated in the study use CAD to create subject materials such as extra notes, new exam questions and specific representations of EGD concepts. These additions seem to indicate that the participants perceived CAD as useful in preparing teaching and assessment materials.

4.4.5 Drawing on a drawing board versus drawing on CAD

In the literature review in Chapter 2, it is mentioned that the main objective of EGD is to do manual drawings (Department of Basic Education, 2011). However, as we have moved into the 21st century it has become apparent that the current generation of learners has moved into the technological era (Prensky, 2001). The positive reaction of the EGD teachers towards the integration of CAD was, however, quite

76 contradictory to what was found when the participants were asked if they regarded drawing by hand a waste of time (see Figure 23).

Non-CAD user respondents (Subcase 1a)

17%_7P 0% Strongly disagree 16%_6P Disagree 67%_25P Agree Strongly agree

CAD user respondents (Subcase 1b)

11%_2P Strongly disagree 5%_1P Disagree 29%_3P 55%_6P Agree

Strongly agree

Figure 23: Drawing by hand is a waste of time

Thirty-one of the 38 respondents of Subcase 1a and 10 respondents of Subcase 1b indicated that drawings taught on the drawing board was not a waste of time. The CAD user interviewee (Subcase 2b) added that although he agreed that the use of CAD in the EGD classroom was inevitable and non-negotiable in the future, he could not see how his learners could progress to CAD without first grasping basic EGD concepts on an old fashioned drawing board. Although most respondents agreed that learners need to first understand EGD concepts on the drawing board, elevating the drawing to CAD seemed like the logical next step (see Figure 24).

77 Non-CAD user respondents (Subcase 1a)

8%_3P Strongly 0% disagree 17%_6P Disagree

75%_29P Agree

Strongly agree

CAD user respondents (Subcase 1b)

Strongly 8%_1P disagree 0% 17%_2P Disagree

Agree 75%_9P

Strongly agree

Figure 24: Perception of CAD as natural progression after basic principles of EGD are taught

Thirty-five of the respondents in Subcase 1a and 11 of the respondents in Subcase 1b agreed that CAD was a natural progression after the basics of EGD were taught on the drawing board. The CAD user interviewee (Subcase 2b) agreed with this statement, but added that CAD and EGD were intrinsically linked. He continued to state that if learners did not grasp the EGD concepts on their drawing board, then progressing to CAD would simply confuse the learner even further.

When the interviewee in Subcase 2b was asked if he tried to separate EGD from CAD in order to present CAD as an independent subject, he speculated that it might be a good idea in order to better prepare the learners for the CAD lesson they were to attend in future. The non-CAD user interviewee (Subcase 2a) however disagreed and stated that it would be hard to separate CAD from EGD. In her opinion, CAD should only be implemented as an enhancement to the concepts of EGD.

The following question was also posed to CAD user respondents (Subcase 1b);

As a CAD instructor, how do you find teaching EGD concepts on CAD as opposed to manual drawings?

The respondents answered by saying that EGD concepts and CAD cannot be seen as two separate entities as they were intrinsically linked with one another. In their opinion, the learners and teacher must both first familiarise themselves with the basic principles of EGD concepts by drawing manually on a drawing board, before progressing to CAD.

The CAD user interviewee (Subcase 2b) reconsidered and indicated that if CAD was ever offered as a stand-alone subject, it should probably only be available to EGD learners as they would already have a basic understanding of certain drawing concepts. He based his argument on the fact that he tried to teach some CAD principles to non-EGD learners, but that they had real difficulty understanding why they were drawing certain things in a particular way.

It is thus clear that it would be hard to separate CAD from certain EGD principles and, as such, it is only in a combination of the two that CAD is perceived as useful.

4.5 Perceived ease of use

Perceived ease of use is defined by Davis (1989) as the degree to which an individual believes any information or technology system to be free from effort. Davis (1989) adds that although the individual may find a computer easy to use, they may find an actual application or program difficult resulting in them not using it.

The competence of EGD teachers with regards to using CAD seems to be a predominant factor in whether they perceive CAD to be easy or not. According to the TAM (Davis, 1989), teachers would need to find CAD easy to use, before their attitude towards the program would change to become positive. In turn, this positive

79 attitude towards CAD would change their behavioural intent towards the program and would ultimately result in the teachers actually using the program.

In South Africa, with the digital-divide being a very real problem according to Copriady (2014), the non-CAD user respondents highlighted the fact that some of their learners are not even computer literate as yet. In their opinion, it would therefore pose a massive challenge to the EGD teacher who is tasked to integrate CAD into their classroom. In this scenario, EGD teachers would not only need to teach an intricate program such as CAD to their learners, but also teach them basic aspects of computer literacy. It is reasonable to argue that if time constraints are already experienced as a challenge, this additional drawback may prove to be detrimental to the success of integrating CAD into the EGD subject.

4.5.1 CAD introduction into the EGD classroom

Although the respondents of Case 1 indicated that they perceived CAD to be useful in EGD, they responded negatively when they were asked if they thought the integration would be free of effort (See Figure 25). Twenty-four of the respondents in Subcase 1a indicated that they felt CAD would take some effort to introduce. Eight of the respondents in Subcase 1b indicated that they already found it difficult to introduce CAD into their classrooms.

When probed why they found the introduction of CAD so difficult, the respondents of both Subcase 1a and 1b, mostly mentioned the external factors which were set out earlier. This indicates again, that if the external factors are not addressed appropriately, the respondents will not perceive CAD as easy to use.

80 Non-CAD user respondents (Subcase 1a)

5%_2P Yes 32%_12P No 63%_24P Unsure

CAD user respondents (Subcase 1b)

33%_4P Yes 67%_8P No

Figure 25: Would the introduction of CAD be an effortless endeavour?

4.5.2 Problems with the CAD program

When asked whether the CAD user respondents in Subcase 1b experienced any technical problems with CAD (See Figure 26), seven of them claimed that they did not experience problems with the software itself, but rather with other associated external factors. These external factors included outdated resources as mentioned earlier. Furthermore, they indicated that problems relating to the communication between hardware devices, for example when they attempt to display CAD images on a data projector, made life difficult for the teacher.

81 CAD user respondents (Subcase 1b)

42%_5P Yes 58%_7P No

Figure 26: Do you experience any technical glitches when using CAD?

The CAD user interviewee (Subcase 2b) added that although it became progressively more difficult to use the old versions of CAD over time, the older resources were still completely viable. The only problem was that the learners had to have home access to the same version of CAD that they use at school, so as to be in a position where they can use the program at home on their personal computers as well. With different versions at home and at school they would encounter difficulties in transferring their work from the one system to the other.

4.5.3 CAD literacy time frame

A vital part of ease of use of any ICT program is how long it took the individual to become literate and confident in said program. Competence in the use of CAD is no different. Figure 27, therefore, shows how long it took the respondents of both Subcase 1a and 1b to become literate in CAD, or in some cases in Subcase 1a, how long the respondents envisaged it would take them to do so.

82 Non-CAD user respondents (Subcase 1a)

11%_4P 2-4 Weeks 10%_4P 4-8 Weeks 55%_21P 24%_9P 3-6 Months

6 Months - 1 Year

CAD user respondents (Subcase 1b)

1 Year 8%_1P

8%_1P Still learning 42%_5P 25%_3P 1 Semester in university 17%_2P 6 Months

Not long

Figure 27: How long do you think it would take you (did it take you) to become CAD literate?

The CAD user respondents’ results (Subcase 1b) showed that it took eight of the respondents about six months and longer to become CAD literate, and many of them indicated that they were still learning on a daily basis. Contrary to the CAD user respondents, the non-CAD user respondents’ results (Subcase 1a) showed that 34 of the respondents were optimistic that it would take them less than 6 months to become CAD literate. The data with regards to the non-CAD user respondents may however be skewed, as 28 of the them claimed that they were already formally trained in CAD (See Figure 11.)

Twenty respondents in Subcase 1a indicated that it would only take them 2-4 weeks to become literate in CAD. This was interesting to the researcher as these 20 respondents in Subcase 1a indicated in Figure 4 that they do not use CAD as instructional tool. It was also interesting to the researcher that Figure 27 displays that it took eight respondents of Subcase 1b, more than 6 months to become CAD

83 literate, and they are the ones using CAD as an instructional tool. The researcher, however, came to the conclusion that due to the fact that 28 respondents indicated (Figure 11), that they were already formally trained, they would most probably only need a refresher course to use CAD efficiently. The reality for the non-CAD user interviewee (Subcase 2a), however, might be similar to these 20 non-CAD user respondents (Subcase 1a), which is that they might have been trained, but that they don’t regard themselves as CAD literate, yet.

The issue of CAD literacy and the time it would take an individual to become CAD literate is completely dependent on the individual. The time it would take any EGD teacher to become CAD literate seems to depend on a number of aspects, including their attitude towards the program, their level of computer literacy, and the resources available to them. As mentioned before, with a specialised program such as CAD, the teacher would also need resources at home to practise the subject matter taught (Bingimlas, 2009). The results of this study suggested that CAD is not an easy program to use and that competence and confidence in their own ability with regards to using CAD, will depend on their willingness to invest of time and energy.

4.5.4 User-friendliness of CAD

The ease of use of any program is defined in layman’s terms as the user-friendliness of the program. To best understand this notion, the researcher directly asked the respondents of both Subcase 1a and 1b whether they thought that CAD was user- friendly, as seen in Figure 28.

Twenty-seven of the respondents of Subcase 1a and 10 of the respondents of Subcase 1b felt that CAD is user-friendly. The non-CAD user interviewee (Subcase 2a), however, disagreed with the majority of the respondents in Case 1. She did not feel that the program was user-friendly due to the fact that she was scarred by her negative experience when she attended a formal CAD training course.

84 Non-CAD user respondents (Subcase 1a)

11%_4P Strongly 3%_1P disagree 18%_6P Disagree

68%_27P Agree

Strongly agree

CAD user respondents (Subcase 1b) Strongly disagree 0% 17%_2P 33%_4P Disagree

Agree 50%_6P

Strongly agree

Figure 28: CAD is a user-friendly program

Contrary to the feelings of interviewee in Subcase 2a, the CAD user interviewee (Subcase 2b) experienced the program as user-friendly, but he did mention that there were new things to learn on a daily basis. Both interviewees agreed that the program needed to be practised and used regularly, otherwise the user would become unfamiliar with the tools and the program will be more difficult to master.

4.6 Attitude towards, behavioural intention toward and actual use of CAD

Surendran (2012) defines the attitude to use as the individual’s evaluation of the desirability of using a particular technology system. When the respondents in both Subcase 1a and 1b were asked whether technology (ICT) made them nervous, 27 of the respondents in Subcase 1a said that it did not, along with ten respondents in

85 Subcase 1b (Figure 29). Although a positive attitude towards ICT was displayed by both groups of respondents in Subcase 1a and 1b, the respondents in Subcase 1a claimed that it was not ICT in a general sense that they had the problem with. The respondents in Subcase 1a revealed that they struggle with CAD in particular.

Non-CAD user respondents (Subcase 1a)

3%_1P 3%_1P Strongly disagree 22%_8P Disagree

72%_28P Agree Strongly agree

CAD user respondents (Subcase 1b)

8%_1P 9%_1P Strongly disagree Disagree 0% Agree 83%_10P Strongly agree

Figure 29: Technology makes me nervous

Similarly, the non-CAD user interviewee (Subcase 2a) indicated that she uses ICT on a regular basis within the instruction of EGD concepts, but her selection of ICT does not include CAD. She also indicated that it was CAD, in particular, that makes her nervous, not the use of ICT. The literature supported the finding that teachers might have a problem with CAD specifically. McLaren (2007) suggests that due to the fact that the teachers lack the understanding of the principles underpinning CAD, they cannot facilitate the instruction thereof.

86 4.7 Summary

It has become clear to the researcher throughout the data analysis process that there are many factors which influence the EGD teachers’ attitude, behavioural intent and actual use of CAD.

Firstly, the external variables need to be favourable. The external variables identified previously included the availability of resources for the implementation of CAD. This includes hardware, software, connectivity and support. The study also identified gaps in the EGD Curriculum And Policy Statement’s (CAPS) and highlighted the fact that there were no follow-up policies to assist with the implementation of CAD in schools. The competence and formal training of teachers in the usage of CAD together with support from the Department of Basic Education (DBE) and other CAD service providers was highlighted as being problematic. Finally, the time constraints to teach CAD was identified as an external factor that had to be addressed before one can hope that EGD teachers would be willing to implement CAD into their classrooms.

Secondly, the data analysed in this chapter indicated that individual teachers must find the CAD program useful before they would commit to using it in their classrooms. The third factor which influence the EGD teacher’s willingness to use CAD in their teaching is its perceived easy to use.

It is only once all the external factors have been dealt with adequately, and teachers see CAD as a useful tool to teach EGD with, that they would be open to explore with the program. It CAD is then perceived as easy to use, teachers would potentially change their attitudes towards the program and show the behavioural intent to actually use it in their EGD classrooms.

Within this chapter the data was analysed in an attempt to find answers to the research questions as they were set out in Chapter 1. In the next chapter, the researcher attempts to summarise the essence of the research project and aims to formulate the contribution of the research project. Recommendations from the study are identified in terms of further research, along with policy-making and practice.

87 Chapter 5

5.1 Introduction

In Chapter 1, the study and the research questions were introduced. A discussion of the literature was done in Chapter 2, as well as the identification of the gaps within the existing literature, which formed the primary focus of the study. Chapter 3 identified the research design and methodology used within the study. In Chapter 4, the analyses of the data were presented, which led to an attempt from the researcher to now formulate potential answers to the primary and secondary research questions as set out in Chapter 1.

5.2 Summary of this study

This summary encapsulates the purpose of this study, the literature review and the theoretical framework. It also reminds the reader of the methodology used in the study and the data analyses, before attempting to answer the research questions.

5.2.1 Purpose of this study

This research study originated due to the fact that Computer-Aided Design (CAD) has not yet become commonplace in design-focussed subjects within schools despite it being stated as a requirement in the CAPS curriculum of the Department of Basic Education (DBE) in South Africa. The researcher wanted to understand why CAD has not yet been readily introduced into most Engineering Graphics and Design classrooms, as CAD is one of the most widely recognised design-focussed programs available to schools today. According to existing literature, CAD is an essential part of design-focussed courses and the expectation is that most design- focussed careers aim to employ CAD literate staff (Nozaki, Steinhauer, Sorby, Sadowski, & Miller, 2016).

88 In order to explore this phenomenon, the primary research question read as follows: What is needed to facilitate the implementation of CAD into the EGD classroom?

The purpose of this study was to investigate what the EGD teacher needs in order to facilitate the successful implementation of CAD as a commonplace educational tool into the EGD classroom. In order to answer this question, it was important to understand what barriers there were that discouraged EGD teachers from implementing CAD. It was also important to try and understand why some schools have been successful with the introduction of the CAD program, whilst others have not.

5.2.2 Literature review

In order to build a foundation from which to start the investigation, it was important to know what was reported in the existing literature. The researcher had to find the gaps within in the existing research to launch this study into the right direction.

The focus of the literature review was placed on five main sections. The first section of the literature review focussed on the Engineering Graphics and Design (EGD) and Computer-Aided Design (CAD) constructs. EGD was introduced by stating the history of how the subject originated and how it evolved into the subject currently taught within South African high schools today. The foremost literature agents used under this heading was Ferguson (1994), Madsen and Madsen (2016), Venugopal (2007), Baynes and Pugh (1981) and the DBE (2016).

89 The concept of CAD was then introduced through a short section dealing with its history and was followed by an explanation of how CAD evolved into the powerful drawing software it is today. Literature reviewed included Sarcar, Rao and Narayan (2008), Encarnacoa, Linder and Schlechtendahl (2012), Aouad et al. (2013) and Asanowicz (1999).

The second section focussed on how teachers around the world experienced ICT and CAD in general. It was important to understand how the attitudes of teachers towards ICT and CAD around the world was conveyed through the works of scholars such as Prensky (2001), Msila (2015) and Al-Zaidiyeen et al. (2010). This particular section was emphasised due to the importance of the teachers’ attitude in the successful implementation of any ICT within their personal instruction strategy in the classroom. The attitudes of the teachers are directly linked to the external variables which first need to be addressed, as well as the perceived usefulness and ease of use of CAD.

The third section of the literature review covered the factors that influence the implementation of ICT within the classroom. The literature study revealed the following factors, among other:  Lack of infrastructure and resources (Khan et al., 2012)  Policies and funding (Yusuf & Balogun, 2011)  Language barriers (Mbodila et al., 2013)  Teacher training (Hennessey et al., 2010)  Time constraints (Gülbahar & Güven, 2008).

It was imperative for the researcher to identify the above-mentioned factors, as it guided the creation of the questions set in the data collection instruments used within this study, namely the questionnaire and the semi-structured interview. This section also ensured that the researcher adhered to the main elements within the TAM and in this case, specifically to the external variables.

The fourth section within the literature review was the conveyance of the importance of CAD within the 21st century. It was imperative that the reader understood why this

90 particular study was undertaken. Under the heading: Importance of CAD as teaching tool in the 21st century in Chapter 2, agents such as Hodgson (2008) and Botchway et al. (2015) claimed that CAD was seen as a vital tool for the engineering draughtman. This section paid homage to the perceived usefulness within the TAM, which furthermore contributed to the collection and analyses of the data within this study.

The final idea that was explored in the literature review was the theoretical framework used within this study, the Technology Acceptance Model (Davis, 1989). Due to the fact that all data collection, data analyses and recommendations were derived from the theoretical framework, it was essential that the reader understood the framework in its original form and that it was clear how it was to be adapted for the use within this study.

5.2.3 Methodology

In Chapter 3, the research methodology was unpacked. The chapter explained how data was collected and analysed and what the personal point of view of the researcher was throughout the study.

The research methodology used within this study was qualitative by nature. This study used a multiplicity of different data collection methods and the emphasis of the study was the understanding of the phenomenon set out in the research questions (Maree, 2014). This study was focussed on the factors that influence the attitude of the EGD teacher towards the usage of CAD in their classrooms. The researcher followed a interpretivist view point, throughout the research. All these characteristics found within this research study are, therefore, inherently qualitative.

This study followed a multiple-case study design. Due to the “why” and “how” aspect of the research questions of this study, the case study design was deemed as most appropriate. The research questions of this study also saw that the phenomenon under study, were people, which is a characteristic of a case study design (Yin, 2003).

The multiple cases of this study included Case 1, which was the Grade 12 EGD markers who were respondents to the questionnaire. These respondents were divided into two subcases namely; 1a and 1b. Subcase 1a was represented by 38 respondents who did not use CAD as an instructional tool within the EGD classroom, whilst Subcase 1b consisted of 12 respondents who already implemented CAD as an instructional tool.

Case 2 included two Grade 12 EGD teachers who were interviewed after the questionnaires were analysed. Subcase 2a focused on the semi-structured interview that was held with an interviewee who did not use CAD as an instructional tool in the EGD classroom. In Subcase 2b the EGD teacher who was already using CAD as instructional tool, was interviewed.

The researcher decided to combine two well-known sampling methods for the purpose of this study. The convenient sampling method was coupled with the purposive sampling method to form a convenient-purposive sampling method. The convenient-purposive sampling method was chosen due to the fact that when the researcher conveniently made contact with a large number of seasoned EGD teachers at a Grade 12 marking session (Case 1), and she needed the participants to be Grade 12 EGD teachers, which by definition also resulted in a purposive method (Maree, 2014). The purposive part of the sampling method also came to light when identifying the individuals for the semi-structured interviews (Subcase 2a and 2b), as they had to serve the purpose of this study. The convenient-purposive sampling method was therefore introduced in order to identify the participants included in this study.

The data was collected by using the following data collection instruments: questionnaires and interviews. The questionnaires were divided into three separate sections. Section A was made up of general questions which could be answered by respondents of both Subcase 1a and 1b. Section B was made up of questions which could only be completed by the 12 respondents of Subcase 1b. Section C warranted the answers of the 38 respondents of Subcase 1a. The questions within the

92 questionnaire were made up of closed and open-ended questions, as well as Likert scale and rank-order questions (Annexure A).

The interview type specifically chosen for this study was the semi-structured interview (Annexure B). This interview structure allowed the researcher to delve deeper into the responses the 2 interviewees gave within their questionnaires. The semi-structured interview was divided into two separate sections. Section A was set for the interviewee of Subcase 2a and Section B was set for the interviewee of Subcase 2b.

In order to qualitatively analyse the data obtained from the questionnaire (Case 1) and the semi-structured interviews (Case 2), a thematic data analysis method was used. The thematic analysis allowed the researcher to categorise the main themes under the key elements found within the TAM, which was the driving force behind the study. Descriptive statistics were used to analyse the quantitative data obtained from the data instruments.

The quality of the research findings was assured through the use of the following methods: credibility, transferability, dependability, confirmability, triangulation, and crystallisation. The ethical considerations used in this study were informed consent, privacy and confidentiality.

5.2.4 Findings and discussion

The findings of the data analyses were reported upon in Chapter 4 and led to a response to the questions set out in Chapter 1. The responses to the researcher questions follow below:

What are the barriers that prevent teachers from implementing CAD in their EGD classes?

The lack of clarity in the EGD curriculum and policy statement (CAPS) on how and when CAD should be introduced to the learners seemed to be one of the main

93 challenges that prevented teachers from implementing CAD into their EGD classes. Not only is the Department of Basic Education (DBE) unclear in the setting out of their policies, but the respondents and interviewees were of the opinion that the DBE failed to lend sufficient support to the teachers with the implementation of the infrastructure needed to facilitate the introduction of the program. Literature supported the findings of the study with Yusuf and Balogun (2011) claiming that governmental policies typically include the implementation of ICTs, but rarely provide the follow-up policies needed to ensure that the ICT policies are being followed through.

This study also showed that even though the Curriculum And Policy Statement (CAPS) (2011) suggested that CAD was a compulsory part of EGD, this was not a widely known fact according to the respondents in this study. The respondents showed a negative response to the suggestion made in the CAPS as many of them agreed that it was impossible to enforce the compulsory factor of CAD, if all schools did not have the resources and infrastructure to offer it. The respondents feared that if the compulsory factor was enforced by the Department of Basic Education (DBE), the subject of EGD would cease to exist in many schools. Without the support and funding from the DBE, many schools would remain unable to offer CAD. This finding is supported by Hart and Laher (2015) who claimed that the goal that the White paper (2003) set out to have computers available to every teacher and learner in 2013, is yet to be realised.

Time constraints with regards to the implementation of CAD seems to present a serious problem to EGD teachers wanting to implement CAD into their classrooms. The teachers claimed that they did not have enough time to fit CAD into the already overfull EGD syllabus. The literature also suggested that teachers find it even more daunting to finish the syllabus with the integration of ICT in their everyday teaching as they need to plan sufficiently for the implementation thereof (Raman & Yamat, 2014).

The participants suggested that there was not only a lack of time in the teaching of CAD, but also not enough time for the sufficient training of the teachers who needed to facilitate their learners’ mastery of CAD, which is in alignment with what Morris

94 (2015) suggested in his study. Due to time constraints, the teachers also struggled to find time to not only attend CAD training, but to practice it, in order to become more confident. Time constraints speaks to the external variables which plays a role in the teacher accepting CAD into their classroom.

Some of the time constraints, can be solved by CAD according to Asanowicz (1999). He suggested that CAD emerged when the complexity of the world became too much for the designer to manage sufficiently. The claim of Asonowicz (1999) was supported by this study as the suggestion within this study was that EGD concepts, especially 3D concepts, were much easier to explain by using CAD due to the fact that one can manipulate the image, as opposed to a flat one dimensional drawing on a drawing board. Suggestions within this study were also that CAD saved teachers time with regard to teaching specific concepts and with setting up additional notes and exams for EGD, which related to the ease of use of the TAM.

In order for the teachers to implement CAD, they need to receive appropriate and sufficient training, as well as access to support after the training has been concluded. Many teachers reported on having received training, but expressed the opinion that the training was of a low standard, which left them feeling incompetent and insecure with regard to their own CAD abilities. The teachers therefore did not yet possess the confidence they needed to present CAD to their EGD learners despite having undergone training.

Msila (2015), in his study, identified that the training of teachers played an important role in whether ICT implementation could be successful. The literature suggested that in order for teachers to teach ICT efficiently, they needed to be completely competent in using the program, and that implied that they needed to receive the necessary training and following that, continuous support (Khan et al., 2012). In several studies, including those of Fu (2013) and Buabeng-Andoh (2012), it was suggested that the attitudes of teachers were directly linked to the training that they received in the programs intended to be used. This was highlighted quite prominently throughout the results of this study as many of the participants were in fact formally trained, but were not using CAD at all. This was not just due to the fact that the participants did not always have access to the program, but they specifically

95 noted that they were not yet comfortable with the program and needed more training.

Due to the limited success of training, many teachers developed a negative attitude towards CAD, even though they remained positive towards the use of ICT in general. Therefore, it was, in some cases, only due to the fact that the teachers did not receive sufficient training that they chose not to use CAD. It may also be due to the fact that EGD teachers have not yet mastered CAD, despite being formally trained.

Some respondents did not feel confident to implement CAD, due to the age gap between them and their learners, who they perceive as being highly technology literate. Some of the older teachers stated that they still lacked confidence and older respondents felt that their age created a barrier between them and technology. This section can be linked back to the ease of use heading of the TAM, as users can only feel confident in using the program, when they find it easy to use. If the teachers find CAD useful and easy to use, their attitude towards the program would be more positive and they would use it more often, which relates to the attitude to use, behavioural intention and actual use of the TAM.

The number of learners within an average EGD classroom has also presented a barrier as the number should ideally not exceed 25. This number was suggested by the CAD user interviewee (Subcase 2b) when asked how many learners he can comfortably handle per CAD class. Twenty-five is the typical number of learners one can expect in a normal EGD class, as a practical subject requires significant one- on-one involvement from the teacher. If the classrooms are too full, the teachers feel overwhelmed and out of control as they lack the ability to monitor and support all the learner adequately.

Another barrier which presented a real challenge to the EGD teachers within the South African context of the study was that of power interruptions. The lack of confidence in the continuous availability of electricity caused much stress as it was an unpredictable factor which could present itself at any time during a CAD lesson. The damaging effect of power failures on learning was supported within the literature

96 where Khan et al. (2012) suggested that the use of ICT is dependent on a stable supply of electricity. Reliable access to electricity speaks to the external variables of the TAM.

What lessons can be learnt from those schools where CAD has been implemented already?

The data suggested that to be successful in the instruction of CAD, teachers need to be confident in their own abilities with the program. This requires, among other, sufficient training and willingness from the teacher to invest time to regularly practice and use the various fundamental principles which make up the program.

Teo (2008) suggested that the teacher is the key to the successful implementation of technology into the classroom. Therefore, the teacher’s attitude has the power to positively influence the learners or, on the opposite spectrum, negatively influence the learners’ experience with technology usage in the classroom (Al-Zaidiyeen et al., 2010). Therefore, if the teacher found CAD useful and easy to use, their attitude and behavioural intent towards the program would transform into a positive one, making the actual use of the program more frequent, which is in alignment with the TAM. The present study showed that the participants in the study agreed with the statement that the teachers’ attitudes directly influence their learners’ attitudes towards CAD.

Al-Zaidiyeen et al. (2010) suggested in their study that the utilisation of ICT in the classroom is directly related to the attitude of the teacher, not only to the ICT resources, but also the specific program that needs to be taught. The results of the present study, however, showed that the participants do not necessarily have an issue with ICT, but that their negative attitude was specifically linked to the CAD program and their lack of competence in it. The lack of competence of the teacher was also found in the study done by Abdulrasool and Mishra (2010), where they suggested that the attitude of the teachers was dependent on their fluency in the program they intended to use. Prensky (2001) and Msila (2015), on the other hand, suggested that the generation gap between the teacher and the learner was to blame for the teacher’s lack of confidence in ICTs. The age issue was, in fact,

97 supported within the results of this study, showing that older teachers tended to shy away from the usage of CAD.

For EGD learners to become proficient and confident in their own ability to use CAD, it should preferably be introduced in Grade 10 already. If CAD is taught from as early on as Grade 10, the learners could be successfully certified in the program by the time they reach Grade 12. Also, if CAD is introduced in Grade 10, it would greatly assist learners with the completion of their Practical Assessment Tasks (PAT), from Grade 10 through to Grade 12.

Not only does CAD assist with the PAT, but it could potentially save instructional time with regards to EGD concepts and could alleviate some of the stress caused by the time constraints of the EGD curriculum. As EGD concepts can be difficult at times, CAD can make the instruction of difficult concepts easier and more efficient. The basic principles of EGD must be taught on the drawing board first, though, before moving to CAD. Respondents found that the basics of CAD are not well understood by the learners if they do not practice the basic principles on the drawing board first. The researcher found that manual drawings are directly linked to CAD and cannot be separated as CAD is the natural progression of manual drawings.

The suggestions made within the literature were somewhat contradictory towards the importance of manual drawings as Breckon (2001) suggested that when CAD was introduced within schools, the teachers and learners were excited to learn more complex concepts on CAD. The present study done by the researcher, however, did show that the participants felt that EGD would be much more alluring to learners due to the excitement that CAD brought to the subject, which spoke to the usefulness found within the TAM.

This study showed that it is important to have CAD instruction at least once a week in order to cover all the basic principles of the program by the time the PAT is to be completed in Grade 10. Furthermore, once a week CAD instruction will allow the learners to practise their skills in between lessons. Due to the need for just-in-time support, the number of learners per class needs to be controlled as the instruction of CAD can become impossible with too many learners in one class.

There are some external variables which again needs to be considered before CAD can be implemented. The participants, however, agreed that CAD is perceived as useful, due to its importance of the completion of the PAT and for further career opportunities. CAD is an integral teaching tool in the 21st century EGD classroom, according to the P21 21st Century Skills model (P21, 2011). Brandt and Prescott (2013) stated that as CAD became a standard tool to use within the industry, it became necessary for engineering institutions to teach using the program. The results of this study showed that the participants agreed that CAD is being used both in design-focussed courses within tertiary institutions and design-focussed careers.

Research showed that the architecture profession, for example, has a need for individuals who are not only literate in CAD, but are CAD proficient and can step into a position without the need for further training (Dare-Abel, 2014). The results of this study showed that participants are indeed getting their learners ready to be able to step out of school and into a design-focussed career with their CAD certification. This study showed that the positive aspect of CAD usage does not just have an effect on the EGD learner, but on the EGD teacher and perceptions with regard to EGD as a subject as well. The personal growth within the competency of the teachers in their CAD skills would have a major effect on the growth of EGD as subject as it empowers the teachers to expand the resources of EGD. The expansion of the resources for teaching EGD means a more successful and relevant subject in the future.

This study established that EGD teacher would need to be confident in their ability to work with CAD, before they would be willing to explore teaching it to their learners Only then would their attitude and behavioural change towards CAD and would CAD instruction become a more regular occurrence.

The answering of the two secondary research questions led the researcher to a more comprehensive response to the primary research question of this study, which will be dealt with in the next section.

99 What is needed to facilitate the implementation of CAD into the EGD classroom?

One of the greatest needs that the participants of this study expressed was the fact that the teachers would need sufficient professional training of a high standard. The preferred training facility would be through a CAD service provider as they usually know the program the best. It was suggested that the training needs to be funded by the DBE and that the department should ensure that EGD teachers continue to receive support once they start implementing CAD in their classrooms. It is therefore recommended that the DBE invest in support staff that can be contacted for assistance during working hours. The DBE would also need to ensure that there is technical (e.g. ICT support staff) and CAD-specific support (e.g. a well-trained and experienced CAD teacher) available at all schools, or at least within driving distance, to lend support to the teachers when needed.

Many participants within this study highlighted the fact that they were not receiving the support they needed to actually use CAD successfully. Existing literature suggested that, in order to ensure that the EGD teacher receives the necessary support with the CAD program, the educational facility needs to be in alliance with the CAD software developer to ensure adequate training by the correct parties (Abubakar & Halilu, 2012). This study’s results pointed out that the attitude that the participants adopted towards CAD were mainly due to the lack of or limited nature of the training that they have received.

In order for CAD to be introduced into schools, sufficient high-end hardware, software and licencing are required. The hardware, software and licencing would also need to be maintained by ICT support staff who are stationed at the schools. Many schools would not be able to upgrade their hardware and software by themselves and would therefore need the support of the DBE.

According to what was said within the literature, the resources needed to implement ICT are the hardware, the software and the maintenance of both the hard- and software (Chege, 2014). Within this study it was found that the resources needed to offer CAD do not only include the hardware and the software, but also the licencing that comes with the introduction of the software. Many respondents suggested that

100 they do not even have a venue available where the infrastructure can be placed, much like Mbodila, Jones and Muhandji (2013) suggested in their study. Mbodila, Jones and Muhandji (2013) also suggested that security measures might be a problem within South African schools, which was indeed supported by the results of this study.

Within the present study it was found that many respondents claimed that they have the resources at their disposal, but were not using them, which was clearly indicated in the study done by Minty and Pather (2014) as well. The results of this study also showed that for the learners to master CAD, they would need access to resources at home, which is similar to what Bingimlas (2009) suggested in his study. It was found within the current study, however, that learners would also need access to the facilities where CAD is offered on the school premises after class, which may result in some security and logistical issues for the EGD teachers.

The EGD Curriculum And Policy Statement (CAPS) would need to be adjusted in order for the teachers to be in a position where they can sufficiently plan CAD lessons. The time constraints within the EGD CAPS must be thoroughly dealt with possibly through resisting the existing curriculum. The current challenges with regard to the statement can only be solved if teachers, curriculum designers and the policy makers liaise and resolve the issues together.

All recommendations mentioned above speaks to the external variables as mentioned in the TAM. It is therefore clear to the researcher, that without the external variables in place, the teachers may not even find CAD useful or easy to use. Therefore, the inherent effect on their attitude, behaviour and actual use of CAD may be negative. It is imperative, that these external variables are considered carefully, before CAD can be introduced into the EGD classroom.

5.3 Recommendations

The recommendations for policies are that the curriculum authors come together with the EGD teachers in order to revise the current curriculum to include when and

101 where CAD needs to be implemented. CAD would need to be introduced within the EGD curriculum from Grade 10 as there is too much ground to cover within the instruction of CAD to try and fit it into one year. If it is the intent of the DBE to make CAD compulsory, then they would need to fund the implementation of the infrastructure and resources thereof. The DBE would also need to ensure that they implement follow-up policies to ensure that the program is being utilised, maintained and stored within a secure but accessible environment. Furthermore, the DBE would need to ensure that policies are put in place for the sufficient formal training of and support for the teachers using the program. The policies would need to be altered to ensure that the number of learners per class were of a manageable size. With the number of classes most probably then increasing, the human resources of schools would be significantly impacted.

This study has brought about many questions that could still be investigated in further research studies as it was so unique in its subject material and setting. As this study was done in small scale in the Gauteng area alone, further research would need to be done outside of the researched area to understand if this is the case in the whole of South Africa. The particular subject of the usage of CAD within a design-focussed course may be applicable to many other African countries or even other developing countries within the world. The issue of the low standard of training may not only be the case in Gauteng. The need for sufficient and effective CAD training for teachers would also need to be looked at.

There is a need for greater levels of support from the DBE to implement supportive policies and to fund CAD into schools. The required policies, strategies and funding mechanisms should be further investigated. Similarly, the requirements for an EGD curriculum which integrates CAD successfully need to be explored in more detail.

5.4 Closing remarks

Many barriers hinder the successful implementation of CAD within the EGD classroom, as mentioned in this dissertation. There are many external variables that

102 educators need to consider when they plan to implement CAD into their EGD curricula. It is, however, possible to do so successfully, as this study has shown.

This study has shown that the EGD teachers do in fact see CAD as being useful. Furthermore, if the external variables are overcome, the EGD teachers see CAD as being easy to use, which lead to their attitude changing to one which is positive, which directly influences their behavioural intentions towards CAD and ultimately lead them to actually use CAD within their EGD classroom.

CAD remains an integral part of design-focussed courses and careers, therefore making the findings of this study important for the future success of the implementation of CAD into the EGD classroom.

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111 ANNEXURES

7.1 ANNEXURE A: QUESTIONNAIRE

Full name (optional)*:

*If you would like to be considered for the interview part of this study, please provide your name. Please note, however, that your participation in this study will be completely anonymous and no names will be released.

Instructions and information:

- This questionnaire is divided into 3 sections. - Section A contains general questions which must be completed by all participants. - Section B should only be completed by participants who have experience with teaching with CAD. - Section C should only be completed by participants who do not have experience with teaching with CAD.

Please note that you do not have to complete questions that you deem inappropriate.

Section A: General questions

All participants are to complete this section.

1. How many years have you been teaching EGD?

112 Please mark the option which is applicable to you with an X.

2. Which grades do you teach and how many classes of each grade? You may have more than one response.

How many Tick if you teach classes of this Grade the grade grade do you teach? Grade 10 Grade 11 Grade 12

3. How many years of experience teaching EGD to Grade 12 learners do you have?

Please circle the number applicable to you depending on how strongly you feel about the following statements. 4. Using technology in the classroom makes me nervous.

Do not agree 1 2 3 4 5 6 7 8 9 10 Strongly agree 5. I use CAD often as an instructional tool.

Do not agree 1 2 3 4 5 6 7 8 9 10 Strongly agree 6. I use CAD at home.

Do not agree 1 2 3 4 5 6 7 8 9 10 Strongly agree 7. I use CAD to set up exam papers and additional notes.

Do not agree 1 2 3 4 5 6 7 8 9 10 Strongly agree

8. Do you have any formal training in CAD?

113 9. If you are formally trained, through which institution did you receive your training?

10. What are the challenges that you currently experience with regard to the Practical Assessment Task (PAT) that the Grade 12’s need to complete? Please list at least 2 challenges.

11. Do you think that it is necessary for learners to be exposed to CAD at school level? Please motivate your answer.

12. Did you know that the EGD CAPS document indicates that CAD is compulsory with the PAT? What is your opinion about this matter?

13. Does your school have a computer laboratory where learners can be exposed to CAD?

Yes No Unsure

114 14. Is the CAD software available at your school? If not, do you know how to go about getting the CAD program for your school?

15. In your opinion, is there enough time in the school year to cover the entire Grade 12 EGD curriculum and to teach learners the basics of CAD?

Yes

Unsure

16. How often do you use CAD at home?

Never Occasionally Once a week Every day

17. How often do you use CAD as an instructional tool?

Never Occasionally Once a week Every day

Section B: Teachers who use CAD in their classroom

Only complete this section if you are currently teaching CAD to your learners or have done so in the past. Please circle the number applicable to you depending on how strongly you feel about the following statement. 1. My attitude towards the CAD program directly influences my learners’ attitudes.

Do not agree 1 2 3 4 5 6 7 8 9 10 Strongly agree

115 2. As a user of the CAD program, have you ever experienced technical glitches within the program itself? Please elaborate if you have.

3. Are there, in your opinion, any tangible benefits to using CAD in the EGD classroom? Please elaborate.

4. Are there, in your opinion, any tangible benefits of using CAD for your personal use? Please elaborate.

5. How have the learners responded to being taught CAD? Please give reasons why you think they have responded in this way.

6. Do you feel that CAD has assisted in the teaching of EGD concepts? Please elaborate on your answer.

116 7. Are there any challenges you face on a day-to-day basis relating to the use of the CAD program? Please elaborate.

8. How long did it take you to become CAD literate?

9. Was the process of implementing the CAD program into your classroom effortless? Please elaborate.

Please circle the number applicable to you depending on how strongly you feel about the following statements. 10. CAD is a user-friendly program.

Do not agree 1 2 3 4 5 6 7 8 9 10 Strongly agree

11. CAD can be taught to others within a six-week course.

Do not agree 1 2 3 4 5 6 7 8 9 10 Strongly agree 12. Using CAD requires support from staff at CAD training facilities.

Do not agree 1 2 3 4 5 6 7 8 9 10 Strongly agree 13. Drawing by hand is a waste of time as in the designing industry they only use CAD.

Do not agree 1 2 3 4 5 6 7 8 9 10 Strongly agree

117 14. CAD is the natural progression after the basics of EGD drawings are taught by hand.

Do not agree 1 2 3 4 5 6 7 8 9 10 Strongly agree 15. CAD is being used in the designing industry every day.

Do not agree 1 2 3 4 5 6 7 8 9 10 Strongly agree

16. As a CAD instructor, how do you find teaching EGD concepts on CAD as opposed to drawings by hand?

Section C: Teachers who do not use CAD in their classroom Only complete this section if you are not using CAD as an instruction tool and have never done so. 1. Do you think it will be beneficial for your learners to learn CAD skills? Please elaborate.

2. How, in your opinion, will the learners respond to CAD instruction? Please give reasons why you think they will respond in this way.

3. Do you feel that CAD can assist in the teaching of EGD concepts? Please elaborate on your answer.

118 4. As someone who is yet to introduce CAD into your classroom, do you foresee any challenges around the usage of CAD? Please elaborate.

5. How long do you think it will take you as teacher to become CAD literate?

2-4 Weeks 4-8 Weeks 3-6 Months 6 Months – 1 Year

6. Will the introduction of CAD, in your opinion, be an effortless endeavour? Please elaborate.

Please circle the number applicable to you depending on how strongly you feel about the following statements. 7. CAD is a user-friendly program.

Do not agree 1 2 3 4 5 6 7 8 9 10 Strongly agree 8. Using CAD requires support from staff at CAD training facilities.

Do not agree 1 2 3 4 5 6 7 8 9 10 Strongly agree 9. Drawing by hand is a waste of time as in the designing industry they only use CAD.

Do not agree 1 2 3 4 5 6 7 8 9 10 Strongly agree

119 10. CAD is the natural progression after the basics of EGD drawings are taught by hand.

Do not agree 1 2 3 4 5 6 7 8 9 10 Strongly agree 11. CAD is being used in the designing industry every day.

Do not agree 1 2 3 4 5 6 7 8 9 10 Strongly agree

12. If you were sufficiently trained in the CAD program, would you use it as an instructional tool in your EGD classroom?

Yes No Unsure

Thank you for taking the time to complete this questionnaire. Your participation is appreciated.

120 7.2 ANNEXURE B: SEMI-STRUCTURED INTERVIEW

Section A: Teachers who use CAD in their classroom

Research questions:

1. Excluding CAD, how much experience do you have with using technology as part of your everyday teaching? Which educational technologies are you using? Can you give an example of how and when you use it in your class?

2. How have you worked around the time constraints in the curriculum regarding the teaching of CAD?

3. Are there facilities available at your school for a lab dedicated to CAD instruction? If not, is there a chance that your school can obtain such a facility?

121 4. With regard to the implementation of CAD, are you getting the support you need?

5. Do you receive support from colleagues in your school or surrounding area in the use of CAD? Have you ever reached out for support?

6. To what extent do you receive support from your principal and head of department for the integration of technology into instruction?

7. Does EGD benefit from using CAD? Please motivate your answer.

8. What barriers have you encountered with using the program?

9. Have you received enough training to be comfortable with using the program? Does your school support your CAD training?

122 10. Is CAD easy to learn?

11. Has the perception you have about the “ease of use” of the program met the realities of actually using the program? Please motivate your answer.

12. Do you think it would be necessary to undergo training in the program every year, as a new version of CAD is introduced onto the market every year?

13. How motivated are you to use CAD in your EGD classroom?

14. Does the CAD program benefit you as a teacher and how?

15. Does the CAD program benefit your learners and how?

123 16. Are you confident enough in your abilities that you will in turn be able to train your colleagues?

17. Do you have CAD available on your personal computer? If yes, did you have to purchase the program yourself?

Probing on the answering of the questionnaire (For the researcher).

Section B: Teachers who are not using CAD at present

2. Have you ever come into contact with any type of CAD training? Can you elaborate on this?

124 3. Are there facilities available at your school to house a lab for CAD? If not, is there a chance that your school can obtain such a facility?

4. With regard to the implementation of CAD, what support would you need?

5. To what extent do you receive support from your principal and head of department for the integration of technology into instruction?

6. Have you ever received training in the program? Is your school willing to send you for CAD training and would you attend? Please motivate your answer.

7. Can EGD benefit from using CAD? Please motivate your answer.

8. What barriers do you anticipate with using the program?

125 9. Would CAD be easy to learn?

10. With sufficient training, will you be able to successfully facilitate the training of the program to your EGD learners?

11. Are you willing to commit to the use of CAD in your EGD classroom?

12. Will the CAD program benefit you as a teacher and how?

13. Will the CAD program benefit your learners and how?

14. If the facilities and support were available to you, would you intend to use CAD?

Probing on the answering of the questionnaire (For the researcher).

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127 7.3 ANNEXURE C: INFORMED CONSENT FORM

Facilitating the implementation of Computer-Aided Design into the Engineering Graphics and Design classroom

WHO SHOULD I CONTACT IF I HAVE QUESTIONS? Principal Investigator: Ciana Rust Supervisor: Prof. Linda van Ryneveld University of Pretoria: Faculty of Education University of Pretoria: Faculty of Education Phone: 083 704 4543 Phone: 012 420 5570 Email: [email protected] Email:[email protected]

WHAT IS THE STUDY ABOUT? The purpose of this study is to investigate what the EGD teacher needs in order to facilitate the successful implementation of CAD as an everyday education tool into the classroom. This study aims to understand how teachers perceive CAD with regard to effort and usefulness of the program. By comparing teachers who use the program in their teaching methods with those who do not, this study aims to understand which factors hinder the introduction of CAD into the classroom, whether it be internal or external. This study aims to understand which barriers the EGD teacher faces and how to overcome them. The study also aims to understand why some schools are successful with the introduction of the CAD program and why others are not. Ultimately, this study aims to contribute to the existing body of knowledge on ICT usage in classrooms, particularly that of EGD classrooms in a South African context.

WHAT WILL YOU BE REQUIRED TO DO IN THE STUDY? If you decide to take part in the study, you will be required to do the following:  To sign this informed consent form.

 To fill in a questionnaire regarding the purpose of this study.

128 WHAT ARE THE POTENTIAL BENEFITS THAT MAY COME FROM THE STUDY? By agreeing to participate you will help the researcher to come up with recommendations for schools that are currently not implementing CAD as part of their EGD curricula as yet.

WILL YOU RECEIVE ANY FINANCIAL COMPENSATION OR INCENTIVE FOR PARTICIPATING IN THE STUDY? Please note that you will not be paid to participate in the study.

HOW WILL CONFIDENTIALITY AND ANONYMITY BE ENSURED IN THE STUDY? All information obtained during the course of this study is strictly confidential. All the data that you provide during the study will be handled confidentially and anonymously. This means that access to your data will be strictly limited to the researcher, the supervisors of the study, the transcriber and the designated examiners (appointed by the University of Pretoria). All the data sheets that have been collected will be stored in a secure place for fifteen years, after which they will be destroyed and not shared with any other person without your permission.

IS THE RESEARCHER QUALIFIED TO CARRY OUT THE STUDY? The researcher is a MEd (CIE) student at the Department of Science, Mathematics and Technology Education and has received special training to do the research. The researcher comes from the same school environment as yourself. This means that she has a deep understanding of the EGD context in high schools.

WHAT ARE YOUR RIGHTS AS A PARTICIPANT IN THE STUDY? Your participation in this study is entirely voluntary, meaning that you can decide if you want to take part or not. You have the right to withdraw at any stage without any penalty or future disadvantage whatsoever. You will also not have to provide the reason/s for your decision.

WHO CAN YOU CONTACT FOR ADDITIONAL INFORMATION REGARDING THE STUDY? The primary investigator, Ms Ciana Rust, can be contacted during office hours on her cellular phone at 083 704 4543. The study leader, Prof. Linda van Ryneveld, can be contacted during office hours at (012) 420 5570.

129 HAS THE STUDY RECEIVED ETHICAL APPROVAL? All parts of the study will be conducted according to internationally accepted ethical principles and will be cleared by the relevant ethics committees of the University of Pretoria.

A FINAL WORD Your cooperation and participation in the study will be greatly appreciated. Please sign the informed consent below if you agree to partake in the study. If you sign, you can request a copy of the signed informed consent from the researcher.

CONSENT TO PARTICIPATE: I hereby confirm that I have been adequately informed by the researcher about the nature, conduct, benefits and risks of the study. I have also received, read and understood the above written information. I am aware that the results of the study, including personal details regarding position and school, will be anonymously processed into a research report. I understand that my participation is voluntary and that I may, at any stage, without prejudice, withdraw my consent and participation in the study. I have had sufficient opportunity to ask questions and of my own free will declare myself prepared to participate in the study.

Name of Participant (please print) Date

Signature of Participant Date

Signature of Investigator Date

130 7.4 ANNEXURE D: LETTER TO THE PRINCIPAL

May 2017

Ciana Rust University of Pretoria Phone: 083 704 4543 Email: [email protected]

Dear Mr. Stone

Herewith I would like to request permission to conduct research at Sutherland High School. My intention is to interview the EGD teacher at your school with regard to the use of CAD in their classroom. It is not a requirement that the interview be conducted on the school grounds and the intent is not to make any observations within the classroom environment.

The purpose of this study is to investigate what barriers EGD teachers face with the implementation of CAD into the classroom. In pitching teachers who use the program in their teaching methods against those who do not, this study aims to understand which factors hinders the introduction of CAD into the classroom, whether it be internal or external. This study aims to understand what the barriers are that the EGD teacher faces and how to overcome them. The study aims to understand why some schools can be successful with the introduction of the CAD program and why others cannot. Ultimately, this study aims to contribute to the existing body of knowledge on ICT usage in classrooms, particularly that of EGD classrooms in a South African context.

131 No personal information about the teacher or the school will be divulged at any stage of the study to any person outside of the study. The school will also not be mentioned by name in any of the reports relating to the study. Complete anonymity will be ensured.

Please may you reply to the email address displayed below whether permission is given to continue with the study.

Researcher: Ciana Rust Supervisor: Prof. Linda van Ryneveld Phone: 083 704 4543 Phone: 012 420 5570 Email: [email protected] Email: [email protected]

Respectfully, Ciana Rust

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