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Facilitating the Implementation of Computer-Aided Design Into the Engineering Graphics and Design Classroom Facilitating the implementation of Computer-Aided Design into the Engineering Graphics and Design classroom by 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 ii iii iv 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 ix 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
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