Prof Geoffrey Lautenbach

Associate Professor: Learning Technologies
Name: Geoffrey Lautenbach
Location: B Ring 431 Auckland Park Kingsway Campus
  Staff Members

Contact Details:
Tel: +27 11 559 3016

Email: geoffl@uj.ac.za

About Prof Geoffrey Lautenbach

Prof Lautenbach is a dedicated educator who believes that learning must take place through innovative use of authentic, collaborative, and tool-mediated learning activities. He is passionate about education and tries to lead by example when dealing with education students. Overall, his theory-driven praxis results in research which makes a contribution to both educational theory and teaching practice. This research is meaningful, socially responsible, with a high theoretical and practical value. Researching what he does as a teacher drives his emerging perspectives on learning. Prof Lautenbach is also dedicated to the conservation of the natural resources of this beautiful country, South Africa, and dedicates his spare time to voluntary work and educational projects within organizations such as the Botanical Society of SA, and the SANParks Honorary Rangers. Undergraduate teaching: Facilitator and lecturer for third and fourth year School ICT Support Role Methodologies, as well as the fully online Teaching Studies 3B which has a distinct learning technologies focus (This was the first fully online undergraduate module in the university – 2017-present). He is also the coordinator of the first year module Teaching Studies 1A which focuses on the role of the teacher in the 21st Century (With fellow Learning Technology Unit colleagues, Dr Rabaitse Diseko and Mr Maglin Moodley). Postgraduate Teaching: BEd Honours Research Methodology in STEM Research, and selected modules in the Online Masters in ICT in Education. Teaching in Research Methodology programmes: BEd Honours in STEM Education (Research Methodology for STEM Research); Faculty of Education Masters and PhD Programme. Postgraduate Supervision: Professor Lautenbach supervises a number of postgraduate students at both Masters and PhD level in the field of Learning Technologies in Education. He has delivered 53 Masters and 7 PhDs. His most recent graduates include: PhD

• Wendy Baumgartner (PhD) 2022 – Design Principles for a pre-undergraduate foundation programme mathematics course informing academic growth (Co-supervisor)
• John Osode (PhD) 2021 – Learning management systems in higher education: The attitudes, expectations and experiences of academic staff at selected Nigerian higher education institutions
• Jameson Goto (PhD) – 2020 – Formative feedback for authentic learning activities in an online undergraduate module (Co-supervisor)
• Rina Durandt (PhD) 2019 – A strategy for the integration of mathematical modelling into the formal education of mathematics student teachers
• Erica Pretorius (PhD) 2015 – Learning communities for the professional development of science teachers (Co-supervisor)
• Nadia Rhodes (PhD) 2012 – Transforming Accounting Education: Closing the gap between Technology, Education and Accounting in higher education institutions
• Franceline Greyling (PhD) 2007 – The why and how of technology-assisted learning: Authentic professional development for higher education practitioners (Co-supervisor)

MEd

• Marchelle Fester 2022 – The experiences of in-service teachers in short online courses aimed at developing online teaching skills
• Zakhele Mathebula 2022 – FET teachers’ use of social media when teaching under COVID-19 restrictions in Gauteng (Co-supervisor with Prof S Isaacs)
• Thulani Maluleke 2022 – Student participation in non-mandatory synchronous virtual sessions in online programmes
• Travis Subramanien 2022 – Student perspectives of a changing online assessment strategy at a private HEI during a global pandemic
• Joanne York 2022 – Digital citizenship in developing contexts: Design principles for primary school continuing professional teacher development in rural Mpumalanga (cum laude)
• Stan Mulaudzi 2022 – The use of blended teaching to improve workplace training in the transport sector
• Omashani Naidoo 2022 – How a teacher professional development programme influences teachers’ use of digital technologies in the classroom (cum laude)
• Chantel Porter 2022 – How parents of homeschooled learners use ICT for teaching and learning
• Matthew Hains 2022 – Teachers’ experiences of transitioning to online teaching as a consequence of COVID-19
• Kingsley Sebake 2022 – Grade 10 learner experiences of using ICTs in Life Orientation (Co-supervisor with Dr R Diseko)
• Mari Sciarappa-Lerche 2022 – The digital competencies of teachers in an Information and Communication Technology in Education master’s programme in terms of the DigCompEdu Framework
• Celeste Wentzel 2022 – Reshaping a personal teaching philosophy by reflecting in a fully online programme: An autoethnographic account
• Jani Prinsloo 2021 – Draft design principles for the systematic design and development of online courses in higher education (Co-supervisor with Dr N Pallitt, Rhodes University)
• Gail Barry 2021 – The experiences of students at a private higher education institution of a proprietary learning management system (cum laude)
• Magdel Human 2021 – Acceptance and use of technologies in physical sciences education during the COVID-19 lockdown (cum laude)
• Chantal Kruger 2021 – Digital competencies of grade 9 township teachers in the Sedibeng East District (cum laude)
• Elzette Van Niekerk 2021 – Lecturers’ perceptions and use of a learning management system (Blackboard) at a rural university in the Eastern Cape, South Africa (cum laude)
• Daphne Adeyemi 2021 – Accounting teachers’ perceived professional identity when integrating technologies into teaching

• Malebogo J Shiburi 2021 – The role of School Based ICT Committee members in the integration of ICT in Full ICT Schools
• Simbarashe Matemera 2021 – Smart board use and pedagogic practices among educators: a case of a South African township school
• Walter M Kheswa 2021 – Teachers’ experiences of Gauteng Department of Education training and development programmes related to digital teaching
• Caryn L Naude 2020 – Second year education students’ views on a dialogic approach facilitated via Moodle discussion forums (cum laude)
• Elmarie Kritzinger 2020 – Cybersafety guidelines to prepare South African schools for the 4th industrial revolution (cum laude)
• Jeanine Edgar 2020 – Graduates’ perceptions on the design of the online certification course for teaching English as a foreign language (TEFL) (cum laude)
• Brenton J Dass 2020 – Teachers’ perceptions of Information and Communication Technology in the teaching of learners with intellectual disabilities
• Tasneem Seedat 2020 – Digital trends in mapping: perceptions of FET geography educators regarding the use of ICTs in the teaching of map work (cum laude)
• Mpho Mongake MEd) 2019 – Experiences of information and communications technology support role students using learning technologies during work-integrated learning
• Charlene Wessels (MEd Cum Laude) 2017 – Notions of well-being in Grade10 learners using mobile technologies in a private school classroom (Co-supervisor with Dr MP Van Der Merwe)
• Christine Zeelie (MEd) 2017 – Using connected tools and services to cultivate lifelong learning in pre-service teachers: An Actor Network Theory perspective (Co-supervisor with Dr J Batchelor)
• Shepherd Simango (MEd) 2017 – Learner experiences of the use of mobile devices in the learning of technology
• Moses Rhikhotso (MEd) 2016. Pre-service teachers’ emerging and changing mental models for using learning technologies in teaching and learning: Implications for teacher practice (Co-supervisor with Dr J Batchelor)
• Pam Moodley (MEd) 2016. School managers’ perceptions on the professional development of teachers in the use of Information and Communication Technology: Case studies of South African rural schools (Co-supervisor with Prof P Du Plessis)
• P Khumalo (MEd) 2016. Educators’ expectations and experiences of continuous professional development in the use of Information and Communication Technology at Johannesburg secondary schools (Co-supervisor with Prof P Du Plessis)
• Jameson Goto (MEd) 2015. Massive Open Online Courses and the Pre-service teachers’ understanding of learning design (Co-supervisor with Dr J Batchelor)
• Percy Human (MEd) 2014 – Innovative use of educational technology in the second language classroom: design principles for teaching and learning.
• Anna Coetzee (MEd Cum Laude) 2014 – Computer illiterate first year students’ initial engagement with ICTs in teaching and learning.
• Riana Bester (MEd) 2014 – Transformative Learning: The use of learning technologies by Postgraduate Education Students.
• Rehana Minty (MEd Cum Laude) 2012 – Infusing Information and Communication Technologies (ICTs) into the teaching and learning of Mathematical Literacy
• Kabeya Tshimanika (MEd) 2011 – A formative evaluation of authentic learning tasks integrating information and communications technology
• NL Mabitsela (MEd) 2011 – High achievers in the Integrated Quality Management System (IQMS) and their perceptions of the role of Information and Communication Technologies (ICT) in their teaching
• Anne M Ruscheinskii (MEd) 2011 – The design, development and implementation of a computerised curriculum planning and assessment system to be used in a school for learners with special educational needs
• Susan M Vos (MEd Cum Laude) 2010 – Finding a niche for teachers within the ICT ecology of learning.

  Selected recent publications in accredited journals:

• Goto, J., Batchelor, J. & Lautenbach, G. (2021). Pre-Service teachers’ acceptance and use of formative feedback in an online undergraduate module. The African Journal of Information Systems, 13 (3). https://digitalcommons.kennesaw.edu/ajis/vol13/iss3/1/
• Baumgartner, W., Spangenberg, E., & Lautenbach, G. (2021). Developing Algebraic Knowledge: Foundation Programme ex-Mathematical Literacy Students’ Perceptions. Eurasia Journal of Mathematics, Science and Technology Education 17(11). ISSN:1305-8223 (online). https://doi.org/10.29333/ejmste/11245
• Lautenbach, G., & Randell, N. (2020). Through the COVID-19 looking glass: Coping skills for STEM educators in the time of a pandemic and beyond. Journal of Baltic Science Education, 19(6A), 1068-1077. https://doi.org/10.33225/jbse/20.19.1068 Available online at: JBSE website: http://www.scientiasocialis.lt/jbse/view/biblio/year/2020/volume/19/issue/6a OAJI: http://oaji.net/journal-archive-stats.html?number=987&year=2020&issue=17283 EBSCO: http://search.ebscohost.com Academic Resource Index: http://paper.researchbib.com/view/issn/1648-3898/19/61 Copernicus Index: https://journals.indexcopernicus.com/search/journal/issue?issueId=240793&journalId=19721
• Durandt, R. & Lautenbach, G. (2020). Strategic Support to Students’ Competency Development in the Mathematical Modelling Process: A Qualitative Study. Perspectives in Education. 38(1). p211-223. Available online at ERIC: https://eric.ed.gov/?q=Lautenbach&id=EJ1260274
• Kennedy, D. M., & Lautenbach, G. (2020). A pragmatic approach to assessment in a time of crisis in South Africa. In C. McNaught & S. Gravett (Eds.), Embedding social justice in teacher education and development in Africa. Routledge.
• Durandt, R & Lautenbach, G. (2020). Pre-service Teachers’ Sense-making of Mathematical Modelling Through a Design-Based Research Strategy. In: Stillman G., Kaiser G., Lampen C. (eds) Mathematical Modelling Education and Sense-making. International Perspectives on the Teaching and Learning of Mathematical Modelling. pp431-441. Springer, Cham. DOI https://doi.org/10.1007/978-3-030-37673-4_37 Print ISBN 978-3-030-37672-7; Online ISBN 978-3-030-37673-4.
• Lautenbach, G. (2014). A theoretically driven teaching and research framework: learning technologies and educational practice. Educational Studies 40(4). pp.361-376. Routledge. ISSN 0305-5698. doi: 10.1080/03055698.2014.910445. Available Online at http://dx.doi.org/10.1080/03055698.2014.910445 .
• Brink, R. & Lautenbach, G.V. (2011). Electronic Assessment in Higher Education. Educational Studies. 18 January 2011 (iFirst). Abstract available at http://www.informaworld.com/smpp/content~db=all?content=10.1080/03055698.2010.539733
• Lautenbach, G.V. (2011). Learning to be researchers: an e-maturity survey of Gauteng schools. South African Journal of Education 31(1). pp.44-54.
• Lautenbach, G.V. (2010). Expansive Learning Cycles: Lecturers using Educational Technologies for Teaching and Learning. South African Journal of Higher Education, 24(5). pp.699-715
• Lautenbach, G.V. (2008). Stories of engagement with e-learning: revisiting the taxonomy of learning. International Journal of Information and Communications Technology Education 4(3). pp.11-19. New York: IGI Publishing.

Selected recent publications as book chapters:

• Kritzinger, E. & Lautenbach, G. (2022). Cyber-safety awareness: Assisting schools in implementation guidelines. In Arai, K. (Ed.). (2022). Intelligent Computing, Volume 3 (Vol. 508). Springer Nature.
• Kennedy, D. M., & Lautenbach, G. (2021). A pragmatic approach to assessment in a time of crisis in South Africa. In C. McNaught & S. Gravett (Eds.), Embedding social justice in teacher education and development in Africa. Routledge.
• Durandt, R & Lautenbach, G. (2020). Pre-service Teachers’ Sense-making of Mathematical Modelling Through a Design-Based Research Strategy. In: Stillman G., Kaiser G., Lampen C. (eds) Mathematical Modelling Education and Sense-making. International Perspectives on the Teaching and Learning of Mathematical Modelling. pp431-441. Springer, Cham. DOI https://doi.org/10.1007/978-3-030-37673-4_37 Print ISBN 978-3-030-37672-7; Online ISBN 978-3-030-37673-4.

You can also download his Complete Doctoral th esis in PDF format. Please cite: LAUTENBACH, GV 2005: Lecturers’ changing epistemologies and pedagogies during engagement with information and communication technology in an education faculty. Unpublished Doctoral thesis. University of Johannesburg