@article {638, title = {ICT IN NATURAL SCIENCE FOR EMPOWERMENT: STUDENT WORK OF A DIFFERENCE}, journal = {Problems of Education in the 21st Century}, volume = {37}, year = {2011}, month = {December/2011}, type = {Original article}, chapter = {59-69}, abstract = {In 1994 the South African democratic government was sworn into power. A new education curriculum was implemented to replace the redundant, racialised apartheid education curriculum. The Department of Education was concerned with developing a skilled and computer literate workforce for the progressive development of the country to meet the challenges of the 21st century. The research question asked in this research is {\textendash} How can student teachers engage with ICT for the empowerment of disadvantaged (socially and economically deprived) communities? The theoretical framework that underpins this research is empowerment and authentic learning. The participants in this research were two groups of Biological Sciences student teachers who were registered for a research and service-learning module. The data collection methods included a document analysis of the Biological Science programme, the student work (PowerPoint and research report), semi-structured interviews with students and observation of their interaction with the community. The students used ICT in developing and using their knowledge and skills of research and service-learning at the particular placement sites to engage in empowering themselves with the communities. They also used ICT to communicate their findings for the development of themselves and the community. The personal and community empowerment aspects were expressed and discussed.}, keywords = {ICT, service-learning, student teachers}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.37.59}, url = {https://oaji.net/articles/2014/457-1408435833.pdf}, author = {Angela A. James} } @article {470, title = {PRE-SERVICE STUDENT TEACHER PROFESSIONAL DEVELOPMENT: RESEARCH AND SERVICE-LEARNING}, journal = {Problems of Education in the 21st Century}, volume = {26}, year = {2010}, month = {November/2010}, type = {Original article}, chapter = {66-78}, abstract = {Pre-service Biology student teachers completed a module/course on Research and Service-Learning as part of their professional development. This module expected of student teachers to take new actions in that they were to work with the lecturer and a manager from a community organization to conduct a Research and Service-Learning project. This paper reports on two student teacher groups experiences of the project. The research questions that drove this paper are: What were the pre-service student teachers{\textquoteright} experiences of their Research and Service-Learning project? An interpretive and qualitative approach was used. An action research case study methodology with document analysis, reflective journals and class discussions was used. The data collected was analysed using a descriptive case study, providing narrative accounts for each of the student teacher groups. The data reveal the emotional, cognitive and social dynamics that the student teachers experienced. The conclusion reached is that this project is an essential component for the professional development of any Biology pre-service student teacher, especially in the South African. It is essential in that the pre-service student teachers can address poverty, hunger, impact of HIV/AIDS and develop an understanding of the learners that they teach.}, keywords = {pre-service student teachers, service-learning, student teacher professional development}, issn = {1822-7864}, url = {https://journals.indexcopernicus.com/search/article?articleId=2594301}, author = {Angela James} }