The use of ICTs as a learning support tool among student mentors

1. The use of ICTs as a learning support tool among student mentors RITAL 2010 NajwaNorodien-Fataar

2. Introduction RESEARCH QUESTION: How student mentors engage with ICTs during an e-mentoring programme WHY? To understand the impact of student engagement in ICTs among student mentors in the e-mentoring programme how students navigate ICTs for mentoring purposes FOCUS OF PAPER: The paper explores the efficacy of ICTs for facilitating and improving student mentoring at university residences I explored selected student mentors’ engagement with ICTs such as Facebook, Mxit and Blackboard

3. Methodology Qualitative research methods are designed to help researchers understand people and the social and cultural contexts within which they live (Myers, 1997) a qualitative methodology that is based on the interpretive tradition, which emphasizes description and explanation Semi-structured interviews –with five mentors who were purposely selected two focus group discussions with student mentors from different residences

4. Methodology Interviews and focus group discussions were transcribed The data was coded using the constant comparative method of coding Important concepts and themes were extracted from the data and patterns of data were highlighted.

5. Theoretical Approach: Social Realism Archer’s ( 2003) social realism approach shows us how to examine the social reality of our students She explores the relationship between structure and agency Structure refers to the way society is organized, the norms, patterns, customs , traditions, ideologies and material conditions Agency refers to the ability of individuals to act independently and to make their own choices

6. Theoretical Approach: Social Realism She argues for the interdependence of structure and agency, (without people their would be no structure) She further argues that structures have the potential to constrain and enable agents Claims that the agents response is conditional rather than deterministic Wants to analyse the interdependence between structure and agency

7. Reflexivity She defines reflexivity as the regular exercise of the mental ability, shared by all normal people, to consider themselves in relation to their social context, (2003, 4) Reflexivity is regarded as the most important personal emergent property The notion of reflexivity serves as a means to mediate the influence of the structural conditions that influence social action Each mode reflects a different way of engaging in the reflexive relationship with the structural constraints experiences by agents

8. Four Modes of Reflexivity Communicative reflexivity: generally seeks social stability based on dense and supportive networks, seeks to evade constraints, tend towards self–denial, avoids social mobility, and is concerned with a localised sphere of influence. Autonomous reflexivity: generally seeks upward mobility through engagement in the practical realm, adopts strategic decision- making strategies.

9. Modes of Reflexivity (continued) Meta-reflexivity: focuses on social change, tends towards critical perspectives, transformation of social contexts. Fractured reflexivity: describes the (perhaps temporary) state of a type of reflexivity which intensifies ‘’distress and disorientation rather than leading to purposeful courses of action. (Archer 2003) Archer’s four modes of reflexivity provide a valuable way of understanding how students navigate ICTs in constraining conditions

10. Research Findings: discussion Profile of students Access to technology in high school Access to technology at CPUT, on campus and in residences Use of MXit, Facebook and Blackboard in mentoring

11. Profile of students senior students low socio economic backgrounds 3 Eastern Cape, 1 fro m Kwazulu-Natal,1 Western Cape All attended previously disadvantaged schools 3 males and 2 females 4 Business Faculty students, of which 1 is a B. Tech, student 1 Applied sciences student

12. Structural constraints: Access to technology in high school: Access to technology at CPUT: campus and residences ACCESS TO ICTs AT CPUT A number of labs on campus and in Faculties First year, computer course , MS Word, PowerPoint , Excel, Blackboard Internet for the first time Google, popular for assignments and research ACCESS TO ICTs IN HIGH SCHOOL • Previously disadvantaged school • Limited number of computers in lab • 1 computer lab at school, not part of the curriculum • Taught very basic use of computer

13. HIGH SCHOOL: “You get there and then he or she will tell you press there, and you press there, you familiarise yourself with the mouse and the keyboard”. “But the classes never lasted for long, it was only for three to four months and then they get tired and then they just left it”. CPUT: “So when you get to tertiary level you are more exposed to the computer – they show you the real computer, what the computer does and how you use it – so it’s everything”. “I believe I learned most of the thing about computers here on campus”.

14. Structural constraints ACCESS IN RESIDENCES No labs at residences except at one residence The lab at the residence, not all computers work, no printer, mouse missing If computers breakdown it takes long to be repaired Students only receive 50 megabytes per month ACCESS ON CAMPUS • Labs in faculties are used for classes and open 30 minutes before another class starts • 24 Hr lab, can only use it, until the last bus leaves at approx. 22h00 to take students home to the residence • Lab. packed during the day

15. “…if students do not have access to computers, they’re not going to do all of their studies. And it’s difficult for students to come to campus on weekends, and when you get there only e-learning and the libraries are open. And at e-learning most of the computers do not have network cables and a mouse, so even if they do come, they can’t do any work. So it’s really boring”.

16. How students use their Agency ? Student A – worked during weekends in high school, bought his own desktop and own laptop in 2nd year univ. “I was actually working part-time even when I was in high school, so I decided with the little money I had, I bought myself a computer” “I’m the second boy – so and I’m the only one who’s in tertiary level. I’m not coming from that fortunate family where there’s like everything that you need. “I’ve developed myself in terms of looking after myself, not like searching to the parents, it is actually me trying to search for , the potential I have and the challenges that I’m facing in terms of trying to accomplish all what I have. Ja. I’m always saying to myself, what if something happens – because I know at least I have developed that sense of knowing that I can do it on my own. )

17. Agency Student B: part of the house committees at residence, engaged with residence manager to get a computer lab in the residence, established in Oct/ Nov. this year Able to get a printer as well Run out of megabytes? “I have to ask for my friend. I’ve got a friend who’s doing one subject and she doesn’t use the computer often, so I’ve got her pin and username – I just use hers.

18. Agency Student C: Laptop Used MXit as a means of communication with mentees “When you talk to someone on MXit it actually feels that the person is there, you’re sitting with this person who’s there. You share and then you exchange words, it’s very good. And there are emotions – if she’s saying that she’s crying, she’s going to put that crying emotion, now I’m crying. So I’d respond – don’t cry because your mummy is smiling back at you – and then I would put a smiley face, then I will send it to her”. Social presence awareness

19. Agency Student D: Organized around Christianity via Facebook to establish mentoring relationships “So now if I’m on Facebook and I’m just doing my thing, or I see my mentee in, and then that’s when we start talking” “So then I would use computers at random hours, maybe late at night”. Would borrow a laptop from friends Internet- “It is not consistent in the heart of technology”

20. Passive agents Student E: Cell phone, facebook, no laptop or desktop I can’t remember but I know when I started typing I really typed slow and it took forever and you are so embarrassed to sit in a computer lab while everybody is typing fast and you’re typing slowly finger for finger. It was a issue for me to use a computer because I never really used one at school” Oh, the role of technology?, I think it’s better than using books. Just because -. I can’t give you, I don’t have a reason, but, ja, it’s just better, because I don’t know anything else. Role in lecture room? “I just listen”

21. Passive agents (Archer 2003) Archer says that “Students who are passive agents, are the opposite of those taking a social “stance” They are people to whom things happen rather than exercise some governance over their lives by making things happen They do not “exercise their personal powers “(343)

22. Conclusion Student creatively circumvent the constraints by working part time to buy a computer, by rallying the through the House committees to get a lab in the residences, using own personal resources, using religion (Christianity) via technology as a form of agency Archer refers to evading or ignoring the constraints which carries “opportunity costs” They are the time, effort and resources students use They use their own funds for academic purposes

23. Conclusion Students experience many constraints, but at the same time they display a level of agency As Archer says “They engage in projects which arise out of their concern, society remains an open and contingent system “(Archer 2003) Student have limited access to ICTs on campus There are students who are not constrained by the limited access but what about those who are passive recipients of their circumstances How do we teach or develop pedagogy so that we can encourage agency? How do we enable a mechanism to identify passive students?