Dissertationen: „Educational technology – South Africa – Ekurhuleni“

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Manganyi, Justice Nyiko. „How do public high schools in Ekurhuleni South District (Gauteng) implement educational reform?“ Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/691.

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Thesis (MPA.) --University of Limpopo, 2011
The advent of democratic governance in South Africa necessitated changes in all sectors of the country; the education sector also required urgent reform. The policy framework for education reform was passed nationally and implementation strategies were cascaded to provinces and districts nation-wide. The outcome of national policies manifests itself at district levels where implementation takes place in schools. This study assesses the manner in which public high schools in Ekurhuleni South District of the Gauteng Department of Education, implement educational reforms. The research was conducted as a qualitative study to determine the role and experiences of key stakeholders in the implementation of educational reform in the district. The investigation focused on what I termed the „basic drivers of reform‟ in education, namely: school governance (SGBs); performance management (IQMS); Outcomes Based Education (OBE); and redeployment of teachers. Other aspects that influence change in education were not excluded from the discussions, but were treated as complements of these basic drivers. An in-depth literature review was conducted to assess the views of other researchers on the topic. The study found that there has been lot improvement in the education system, especially in public high schools, since 1994. However, there are serious challenges related to policy directives and implementation strategies, which need to be addressed in order to reap the full benefits of a reformed education system. Some of these challenges are the results of policies formulated out of excitement for the newly created democratic order after 1994 while others are associated with shortage of skills and resources. Underestimation and exaggeration of education-related challenges also seem to prevail in public discourse, hence the reality is sometimes distorted. The results of the fieldwork and literature review were used to formulate recommendations to improve implementation of the reform process. Building the confidence of teachers in the education system by involving them in all reform initiatives seems to be a realistic solution.

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Roets, Rina Annette. „Information technology support for transformation in higher educational institutions in South Africa“. Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002775.

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Higher Education Institutions (HEIs) have been in a state of change, and in South Africa, the term “transformation” is used to describe the changes occurring. These changes have implications for the structure, processes and focus of HEIs, and as such have implications for Information Technology (IS/ICT) support for HEIs. IS/ICT support for organisations is predicated on several factors, such as effective informational and technical support at all levels of the organisation, but especially support for the strategic goals of the organisation (alignment). For organisations in a state of rapid change other issues need to be considered, such as flexibility, and new and diverse information and communication needs. This paper investigates the use of Information Technology to support HEIs in transformation. The research examines factors that make HEIs less amenable to rationalist techniques such as mixed management styles and a “different” value chain. The difficulties for IS/ICT support of HEIs at all managerial levels is discussed, especially the issue of alignment with institutional goals. Thereafter, transformation of HEIs and the possibility of IS/ICT support in achieving the ill-defined goal of transformation is examined. The research uses management and IS/ICT theories such as the widely used and reported Porter’s value chain, Anthony’s information model, and Minzberg’s organisational model to suggest an analysis model for HEIs (Applegate, McFarlan and McKenney, 1996; Minzberg, 1979; Ward and Peppard, 2002). Furthermore, from the analysis of the literature, a model of antecedent factors for successful HEI transformation supported by IS/ICT is proposed. The research makes use of a comparative case study approach in which 3 (three) South African HEIs are investigated through the “lens” of the developed model. The major finding of the research is that the potential use of IS/ICT support for HEIs is not optimal in the three cases examined. Results of the analysis suggest that: • IS/ICT alignment with organisational goals at HEIs is low and holistic IS/ICT strategic management is lacking. The areas of Knowledge Management and Communication Management are conducted informally and Knowledge Management, especially, is not fully exploited. • The greatest area of concern is the lack of IS/ICT support for academic management, where academics are increasingly required to perform administrative and managerial tasks. • The merger/incorporation information needs have not caused major system problems, but other intangible aspects of the mergers/incorporations could be better supported by IS/ICT. The research concludes with a set of actions that should ensure a higher level of support, amongst which are the more holistic management of IS/ICT especially for Academic management needs, and particularly the use of IS/ICT in innovative ways to overcome the challenges of the “transformed” Universities: There are areas of excellence but the full possibilities afforded by technology are not exploited maximally in support of transformation. Research suggests that the reasons for this are mainly the lack of holistic strategic management of IS/ICT.

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Adebisi, Adeolu Abiodun. „Information communication and technology in Port Elizabeth secondary schools : exploring the digital divide“. Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/914.

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The primary goal of the research is to investigate the extent of ICT adoption in secondary schools within the larger Port Elizabeth area. In order to demonstrate the current status, two geographical areas within that area namely privileged and less privileged areas will be selected and surveyed. The main objective of this research study is to survey the access to ICT services by learners and teachers living and working in less privileged communities compared with that of learners and teachers in the more privileged communities of Port Elizabeth. At present all the schools in these communities are funded by the same provincial government, but the extent of the digital divide is not known. This research will investigate the factors that lead to the inequalities in the access to ICT among secondary school learners and teachers. This research has the following sub goals and objectives: 1. To identify the factors that impact on the status of access to ICT services; 2. To determine which socio-economic factors contribute to the status of access to ICT services in the specific areas; 3. To determine the status of access to ICT services in specific communities within the larger Port Elizabeth area; 4. To determine whether the level of access differs between secondary schools and the homes of teachers and learners in the identified areas.

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Du, Preez Creswell. „Addressing the digital divide through the implementation of a wireless school network“. Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1298.

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Societal trends have changed more in the last decade than they have in the last century. This is particularly prevalent in the education environment. Concepts such as Lifelong Learning (the continued learning/educating of an individual throughout his/her lifetime), New Competencies (technology that is now part of almost every skill in the workplace) and Telecommuting (more people working from home rather than traditional offices) have become common-place today (Twigg, 1996, pp. 1-2). Education delivery needs to provide for these societal changes in order to ensure competent individuals pass on to the next level of education and ultimately to the work force. With key trends in technology such as Digitization, Maturation and Disintermediation becoming common in the workplace, education delivery must address the ―Digital Divide. (Twigg, 1996, pp. 2-3). Historically, schools in South Africa have used traditional teaching methods that have stayed the same for the last century. Educational institutions in South Africa, in particular, the previously disadvantaged schools of the Eastern Cape, face various challenges such as the dwindling ability to collect school fees from parents of scholars and declining financial support from the government. In Chapter Seven of the Draft White Paper on e-Education, which was gazetted on 26 August, 2004, the DoE, as part of its implementation strategies, urged the private sector to respond by implementing ICT initiatives nationwide. Phase 1 of the strategy advocated that ―Institutions are connected, access the internet and communicate electronically. (Department of Education, 2004, pp. 37-40). This dissertation shows that it is feasible to create a communications’ network among South African schools. It is believed that such a network can add great value to the education system in South Africa. The potential for this network to address the gap in the Digital Divide is enormous. This dissertation examines various ICT communications’ technologies and isolates wireless communications’ technology as best suited for this purpose, due to the speeds offered by the technology and the cost structure associated with it. A case study examines a pilot installation of the network and endeavours to prove the concept.

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Addam, Billey Bright Kwadwo. „Integrating information and communications technology (ICT) into teaching and learning: the case of mathematics, science and technology education in one higher education institution“. Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1019736.

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This study explores the integration of Information and Communication Technologies (ICT) into teaching and learning within one Higher Education institution. The main question driving the study was: How is ICT integrated in the teaching and learning of mathematics, science and technology education (MSTE) in a Bachelor of Education programme? This is a case study of lecturers and students in Mathematics, Science and Technology Education. It makes use of questionnaires, interviews, field notes and document analyses to collect data. MSTE lecturers and students were assumed to be well versed in ICT usage and, therefore, well placed to assess its integration into teaching and learning. There were five main findings: First, that Mathematics, Science and Technology Education lecturers showed some ambivalence in their ontological and epistemological orientation to using ICT. Some leaned towards the instruction paradigm and used ICT as a tool for the transmission of knowledge; others leaned towards the learning paradigm, showing an awareness of the need to elicit discovery through ICT. Secondly, that lecturers’ understanding of ICT integration was oriented towards teaching and learning from technologies rather than with technologies. Thirdly, that processes of ‘pedagogical evolution’ were taking place, in terms of which there was a gradual but perceptible shift in the teaching and learning practice of both students and lecturers. Fourthly, there was no evidence to show that lecturers used ICT to promote innovative and creative teaching; in fact, students appeared to be more creative in using ICT resources, than lecturers. Fifthly, and finally, lecturers did not assign ICT-based tasks that promote conceptual understanding. They assigned tasks that asked students to extract and reproduce information from computers, without demonstrating understanding. When used in this way, ICT can, in fact, be de-skilling. From these findings, it can be concluded that ICT integration cannot be understood without exploring the ontological and epistemological orientations, as well as the theoretical orientations, at play in the teaching and learning situation. It is on the basis of these that people, that is, lecturers and students, make use of, ICTs to achieve desired goals. It is therefore recommended that, for the improvement of integration, there should be a greater emphasis on developing and sharing pedagogical expertise concerning ICT use in teaching and learning. It is recommended that a country-wide research survey should be undertaken, based on probability sampling and focussing on pedagogical issues in ICT integration in teaching and learning.

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Mbane, Nombeko Precious. „Secondary school learners' perceptions of the value of integrating ICT into the curriculum: an exploratory study in the Grahamstown circuit“. Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003647.

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According to the Draft White Paper on e-Education (DoE, 2003), the objective of ICTs in education is to build digital and information literacy so that all learners become confident and competent in using technology to contribute to an innovative and developing South African society. International researchers have acknowledged that little is known about learners’ perceptions of their own learning, but that learners are aware of how technology can be used and have the potential to contribute ideas about ICTs can be used to support their learning. To add to this growing body of research, this study sought to establish secondary school learners’ experiences and perceptions of the value of integrating ICT into the curriculum and the extent to which they believe that ICT is meaningfully integrated into the curriculum. Although some of the schools do not have the necessary ICT infrastructure, this did not preclude the learners from having opinions about the potential benefits and drawbacks of ICT. The findings display the learners’ perceptions on ICT use within the curriculum and how this relates to the available infrastructure in schools.

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De, Kock Ryan. „A framework for implementing bring your own device in higher education institutions in South Africa“. Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/7191.

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Although the concept of Bring Your Own Device (BYOD) was only first introduced in 2009, organisations and higher education institutions have shown an increasing interest in and tolerance for employees and students using their own mobile devices for work and academic purposes, to such an extent that it is predicted that BYOD will become the leading practice for all educational environments by the year 2017. Although mobile device usage is increasing in higher education institutions, it has been found that currently no generally recognised framework exists to aid South African higher education institutions with the implementation of BYOD. The problem is further worsened as research suggests that the number of new mobile vulnerabilities reported each year has increased. The primary objective of this study is to develop a framework for implementing BYOD in higher education institutions in South Africa. This primary objective is divided into several secondary objectives, which collectively aim to address the proposed problem. Therefore, the secondary objectives are to understand BYOD in organisations and the challenges it brings; to determine how BYOD challenges differ in higher education institutions; to determine the key components for implementing BYOD in higher education institutions; to determine the extent to which the BYOD key components relate to a higher education institution in South Africa; and to validate the proposed BYOD framework, verifying its quality, efficacy and utility. At first, a comprehensive literature study is used to determine and understand the benefits, challenges and key components for the implementation of BYOD in both organisations and higher education institutions. Thereafter, a case study is used to determine the extent to which the components, identified in the literature study, relate to an educational institution in South Africa. The findings from the case study, in combination with the key components, are then triangulated and a preliminary framework for implementing BYOD in higher education institutions in South Africa is argued. Furthermore, elite interviews are used to determine the quality, efficacy and utility of the proposed BYOD framework. To address the proposed problem, this research proposes a stepby- step holistic framework to aid South African higher education institutions with the implementation of BYOD. This framework adds a significant contribution to the work on this topic, as it provides a foundation upon which further such research can build. It is believed that such a framework would be useful for higher education institutions in South Africa and would result in the improved implementation of BYOD.

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Anley, Casey. „Learner perceptions of the motivating role of learning technology in education“. Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96801.

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Thesis (MEd)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: Twenty-first century youth have been privy to regular exposure to digital technology, both in their schools and in the home, which has resulted in a change of both lifestyle and educational practice from that enjoyed by prior generations. Parallel to the technology market trajectory that has arguably influenced the psychological and psycho-social development of contemporary youth is the burgeoning industry of learning technology. Integration of such technology into South African schools is relatively in its infancy when compared to global initiatives, and has sparked debate as to the place of technology within education in a country fraught with divided resources. In consideration of the influence of technology on education, research which investigates the motivating role of technology upon learning, particularly from the perspective of the learners themselves, is amiss. This study aimed to discover the extent to which technology tools used in education motivate the twenty-first century South African learner to learn, and whether the use of such technology would create a more engaging, relevant educational environment. In order to investigate the topic, exploratory qualitative research as underpinned by the constructivist paradigm and within a social constructivist theoretical framework was conducted as a case study. Purposive sampling was employed to select Grade 11 learners in order to gain their perspectives and those of their teachers who bear witness to their learning at one private co-educational high school in the Western Cape. Qualitative content analysis was utilised to interpret the data collected from a semi-structured focus group interview conducted with eight learners, as well as from learner and teacher questionnaires which provided valuable contextualisation for the focus group interview. The research findings from the study indicated that the learner participants could identify the role of intrinsic motivation to learn, and demonstrated awareness of the factors that contributed to the facilitation thereof, of which learning technology played a prominent role. The participants noted the importance of the complementary role of learning technology; a means to an end and not an end in itself. Important considerations were highlighted, such as the potential for distraction, personal learning preferences, and conceptualisations of learning required for technology to be successfully integrated into the twenty-first century learning environment.
AFRIKAANSE OPSOMMING: In teenstelling met vorige generasies word die jeug van die 21ste eeu gereeld blootgestel aan digitale tegnologie, tuis sowel as in hul skole, wat ‘n verandering in beide hul leefstyl en die onderwyspraktyk tot gevolg het. Parallel aan die baan van ontwikkeling van die tegnologiemarkte, wat ŉ betwisbare invloed het op die sielkundige en psigososiale ontwikkeling van die hedendaagse jeug het, is die ontluikende industrie van leertegnologie. Die integrasie van sulke tegnologie in Suid-Afrikaanse skole is nog in sy kinderskoene as dit vergelyk word met globale inisiatiewe en dit het debat oor die plek van tegnologie in ‘n land met oneweredig verdeelde hulpbronne ontlok. As die invloed van tegnologie op opvoeding in ag geneem word, is navorsing wat die motiverende effek van tegnologie op leer ondersoek, veral vanuit die perpektief van die leerders self, beperk. Die doel van hierdie studie was om vas te stel tot watter mate tegnologiese hulpmiddels in die onderwys die Suid-Afrikaanse leerder van die 21ste eeu motiveer om te leer en of die gebruik van sulke tegnologie ŉ meer deelnemende, relevante onderwysomgewing sal skep. Hierdie verkennende, kwalitatiewe gevallestudie binne die konstruktivistiese paradigma het sosiale konstruktivisme as die onderliggende teoretiese raamwerk gehad. Doelbewuste steekproefneming is uitgevoer om die Graad 11 leerders uit 'n enkele private hoërskool in die Wes-Kaap te selekteer om sodoende hul perspektiewe asook dié van hul onderwysers, wat van hul leerproses kan getuig, te bekom. Data is deur middel van ŉ semi-gestruktureerde fokusgroeponderhoud asook vraelyste aan beide die leerders en onderwysers ingesamel, wat waardevolle kontekstualisering vir die fokusgroeponderhoud voorsien het. Die ontleding van die navorsingsdata is met behulp van kwalitatiewe inhoudsanalise uitgevoer. Die bevindings van hierdie studie het aangedui dat die leerderdeelnemers die rol van intrinsieke motivering om te leer kon identifiseer en hulle het ŉ bewustheid getoon vir die faktore wat dit bevorder. Leertegnologie het ŉ prominente rol gespeel in hierdie faktore. Die deelnemers het gewys op die belangrike komplementêre rol van leertegnologie; ŉ weg tot ŉ doel en nie die doel self nie. Belangrike oorwegings is uitgelig, soos die potensiaal vir aandagafleiding en ook persoonlike leervoorkeure en konseptualiserings van leer benodig vir suksesvolle integrasie van tegnologie in die 21ste eeuse leeromgewing.

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Tiba, Chantyclaire Anyen. „The ability of newly qualified teachers to integrate technology into their pedagogical practice“. Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2818.

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Thesis (DEd (Education))--Cape Peninsula University of Technology, 2018.
Growing numbers of urban and rural South African classrooms are now occupied by learners accustomed to, or could easily learn how to use technology that they have been described as ‘digital natives’. In order to design lessons that facilitate knowledge acquisition in a way that is familiar and relevant to these digital natives in the 21st century classroom, teachers have to integrate technology into their daily practice. In response to this situation, the National Department of Higher Education (NDoHE) has drafted an e-Education policy to inform schools about the use of technology for innovative teaching and enhanced learning. Provincial education departments are expected to drive this policy. In the context of the historically entrenched socio-economic inequalities in South African schools, the use of technology could be a key instrument in closing the gap between privileged and underprivileged communities. Currently the Western Cape Education Department is involved in many initiatives to make technology more available and accessible. Although some public schools in the Western Cape have been provided with various forms of technology for teachers to use in their teaching, much more needs to be done to encourage newly qualified teachers (NQTs) to adopt, adapt and use technology effectively in the classroom. This study aims to answer the key research question: What factors influence NQTs’ ability to integrate technology into their pedagogical practice? In order to explore these factors, concepts from the TPACK and UTAUT2 models, which constitute the conceptual framework of the study, were used to collect, analyse and interpret data. From a review of the relevant literature, it emerged that although the factors that influence NQTs’ ability to integrate technology into their pedagogy have been extensively investigated internationally, few studies have been conducted in South Africa as a whole, and even fewer in the Western Cape; which makes this a pioneering local study. Because of the importance of technology in the 21st century classroom, factors that influence teachers’ use of technology need constantly to be monitored in order for school leaders to formulate programmes to encourage more teachers to integrate technology into their lessons effectively.

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Mlangeni, Thandi Charmaine. „Analysis of data governance in higher education institutions : case of a university of technology in South Africa“. Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2418.

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Thesis (MTech (Information Technology))--Cape Peninsula University of Technology, 2015.
Organisations now invest in ICT solutions to drive business activities and provide the agility sought for competitive advantage. These may include government departments, higher-education institutions (universities) and commercial entities amongst other things. The challenges with regards to ICT and data management are equally applicable in universities as they do in business organisations. Universities have a growing ICT infrastructure used in everyday activities and online functionality, making them prone to data problems. This emerges from data that is used across various business processes which are dispersed among departments. In turn, a level of inefficiency finds its way with potential to generate inaccurate, missing, misinterpreted and poorly defined information. Higher education institutions are service providers and it is imperative to have reliable, timely and organised data to maintain the performance of the institution. They often experience data management challenges that ultimately affect the institution’s efficiency. These data management challenges arise from institutions not thoroughly dealing with data content, records management, quality, stewardship, governance and research data management. This study explored how data can be managed in higher education institutions using properly defined principles of data governance (DG) which will assist the institutions recognise and treat data as an organisational asset.

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Arko-Achemfuor, Akwasi. „Accessing learner support services in a distance education context at UNISA Adult Basic Education Department“. Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1013382.

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This study investigated the access to learner support services by Unisa‟s ABET students in the Department of Adult Education in one of the rural provinces in South Africa. Specifically, a survey using questionnaire and focus group interview was carried out to determine the access gaps in to the learner support services by Unisa‟s adult students. A literature study preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the role of learner support in bridging the transactional distance between students on the one hand and the institution on the other hand. In the empirical study phase, a questionnaire was administered to 150 ABET Students in one province in South Africa through the stratified sampling technique and one focus group interview comprising 10 students who access support services at one of the regional offices to assess the importance they attach to the support services that are offered at the regional centres and the extent to which they are able to access them. The focus group interview comprised questions on the students‟ understanding of learner support services and their experiences in accessing them. Moore‟s theory of transactional distance was used as the theoretical base for the study. Out of a total of the 150 questionnaires that were distributed, 117 were the usable representing 78.0% response rate. One of the conclusions drawn from this study is that, although Unisa has most of the learner support services in place but for various reasons, a lot of the students are not able to access the support services as expected as the needs gap for almost all the support services were high. The chi-square tests found significant differences (p is less than 0.05) between the students on the extent to which they are able to access the support services. An integrated learner support framework was suggested for Unisa and other distance providing institutions to address the access gaps adult students‟ encounter in their studies.

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Motala, Tasneem. „Towards a better understanding of how to implement technology projects at rural primary schools : a case study“. Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97351.

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Thesis (MBA)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: In South Africa, an increased effort is being made to integrate the use of technology into the public education system, as technology has proved to be beneficial to both teachers and learners. Technologies introduced in schools are not always adopted equally by all educators. There are differences in both the rate at which the technology is adopted, as well as differences in the extent to which each teacher is willing to integrate the technology into the classroom. iSchoolAfrica has extensive experience in the successful roll out and implementation of technology at schools. The objective of the research was to study iSchoolAfrica’s implementation approach, with a focus on educator engagement, to enable the generation of a set of guidelines that can be used by service providers who implement similar projects in the future. A secondary objective was to understand the reasons for resistance towards technology. Primary data was obtained via interviews with iSchoolAfrica employees. In order to include the views of a set of end-users and possibly the primary stakeholders in such projects, this study offers input from teachers at a school where iSchoolAfrica implemented a technology program. The attributes of a school have a significant impact on the success or failure of a technology project. Implementers must have a deep understanding of the management of the school and the challenges that the school faces before they undertake any technology projects. Resistance from teachers towards a technology change initiative arises for a variety of intrinsic and extrinsic reasons. The main reason why teachers tend to be unwilling to adopt new technology is their lack of self-confidence in terms of their competency in using the technology. Teachers are also overwhelmed by their existing workload and may resist a technology change that they feel adds to their workload. There is also a high probability of resistance from teachers who integrate technology into lessons under duress, after exposure to inadequate training programs. Appropriate training is the primary measure used to counter potential resistance. This training should not only focus on device usage, but rather on pedagogical practices so that teachers understand how to integrate the technology into existing lessons. The role of a facilitator is also important. Although facilitators lead the training effort, they also assume a supportive role and guide the teachers through their adjustment to technology. Although resistance towards change is expected, an implementer can take proactive measures to minimise this resistance and thereby increase the probability of success of the project.

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Mireku, Akosua Agyakoma. „The impact of Information and Communication Technology (ICT) on effective teaching of environmental education in rural high schools“. Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/5675.

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Information and Communication Technology (ICT) has become commonplace entities in all aspects of life. Over the past twenty years, the use of ICTs has drastically changed the procedures of almost all forms of endeavour within business and governance. Additionally, throughout the world there is an awareness of the fundamental role of new ICTs in the field of education. Education is a socially oriented activity, and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. The use of ICT in education lends itself to learner-centred learning settings. With the world moving rapidly into digital media and information, the role of ICT in education and the influence of ICT in schools cannot be overemphasised as its utility is changing the way learners learn, teachers teach, and how it supports staff work. Whilst ICT is fully integrated into many schools in the urban areas of South Africa, regrettably the same cannot be said about rural high schools. This has created a digital division between rural and urban high schools. Most of these rural high schools still do not have access to these technological tools and educators have not been given the professional training for them to integrate ICT in their lessons. This study explores the effectiveness of integrating ICT into teaching of Environmental Education in selected rural high schools. The quantitative study adopted survey research design with sample randomly selected for the study. From the findings, it can be concluded that integrating ICT in education cannot be comprehended by exploring the pedagogical orientations at play in the teaching and learning situation. It becomes the basis that teachers use ICTs to achieve the determined goals.

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Mdlongwa, Edward Thabani. „Information and communication technology (ICT) and enhanced learning at Pearson High School“. Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1011595.

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The advent of the 21st Century has seen a number of technological developments which affect almost every spectrum or aspect of our lives. Castells (2001) likens the power of ICT to the impact that access to electricity and clean running water in a community have had on human development. In the field of educational, information and communication technology (ICT) has become a core part in helping to improve the efficiency and productivity of both teaching and learning of any particular subject (Fallows and Bhanot, 2002).The aim of this study was to investigate to what extent ICT had enhanced learning at Pearson High School in the Summerstrand area of the Nelson Mandela Bay Municipality (NMBM). The results of the study were compared with similar studies in other schools in NMBM conducted at the same time. The study was qualitative and methods of data collection used were key informant interviews and focus group discussions.

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Calitz, André Paul. „A model for the alignment of ICT education with business ICT skills requirements“. Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1418.

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The Information and Communications Technology (ICT) skills shortage is of national and international concern. Modern business practices require the implementation of new technologies supported by a workforce with current and diversified ICT skill-sets. Acquiring suitable ICT skills has become a difficult task and employers are seeing government intervention at all levels. The school system in South Africa is under increased pressure and is faced with continuously declining matriculation pass rates, specifically in subjects such as science and mathematics. Schools are experiencing a decline in the number of scholars (learners) enrolling for the Information Technology (IT) school curriculum. The IT curriculum at school level is being criticised; under-prepared teachers are blamed and lack of suitable facilities highlighted. Surveys conducted amongst grade 9 and grade 12 scholars in the Eastern Cape have shown that scholars are not considering careers in ICT. Teachers, career/guidance counsellors and parents contribute to scholars' career decisions and are not encouraging scholars to pursue careers in ICT. Tertiary institutions in South Africa and internationally, are experiencing a decline in student enrolments and in pass and throughput rates. Industry is holding tertiary institutions responsible for not providing the “correct” ICT graduate skill-sets and passing an insufficient number of quality ICT graduates desperately required by industry. The accreditation of computing degree programs, such as Computer Science (CS), Information Systems (IS) and Information Technology (IT), collectively referred to as CIT, offered by tertiary institutions is becoming an international requirement. The ICT industry is constantly changing and new job requirements and new career opportunities are frequently introduced. Graduates entering the ICT industry should have acquired knowledge about ICT career tracks in order to specialise and choose a suitable career path. Tertiary CIT degree programs should further be linked to specific career tracks and provide a multi-disciplined education to graduates. ii ICT graduates working in industry utilise skills obtained in under-graduate and post-graduate CIT degree programs. The ICT graduates have also obtained valuable skills working in industry, including business skills and soft skills. ICT skill surveys have identified the graduate skills gap, indicating ICT skills industry requires from graduates completing tertiary level qualifications. ICT graduates working in industry, for example indicated that programming in some cases is over-emphasised at school and tertiary level and that soft skills are ignored by tertiary institutions. An ICT Graduate Skills Classifications Framework is developed to address the graduate ICT skills gap and highlight important business skills, soft skills, technical skills and programming skills required by industry. In this thesis, an Industry ICT Value Chain Model is further developed that suggests a holistic approach to the problems experienced at all levels of ICT skills development, including government, industry, tertiary education institutions and at school level. Results from a number of research surveys conducted along the proposed Industry ICT Skills Value Chain Model indicated that problems exist at all stages in the value chain and that the problems can only be addressed involving government, industry and tertiary institutions collectively. A number of interventions is required and the support from industry is essential in achieving overall success in addressing the ICT skills shortage in South Africa. A proposed Industry ICT Skills Value Chain Model that can be utilised to address the ICT skills shortage in South Africa is presented.

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Van, Der Poll Arthur Emil. „Multiple Symbolism of Information and Communication Technology (ICT) in Academia: A Case Study of Technical Vocational Education and Training Institutions in Cape Town, South Africa“. Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1392.

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Thesis submitted in fulfilment of the requirements for the degree Master of Technology: Information Technology in the Faculty of Informatics and Design at the Cape Peninsula University of Technology
It is well recognised that Information and Communication Technology (ICT) can enhance the quality of teaching and learning in tertiary education. Similarly, research has uncovered a range of factors that impede the successful adoption of digital technology for educational purposes. It remains unclear, furthermore, how educators in institutions of higher learning negotiate and frame their experiences with technology, and how this implicates the teaching and learning process. In this thesis, I will examine this problem, with particular focus on educators from Technical Vocational Education and Training (TVET) institutions in the Western Cape of South Africa. In addressing the research problem, I use symbolic interactionism as analytic framework to unpack and reconstruct the meaningful engagement with technology. Understanding the multiple symbolic meanings that arise from interactions with technology can illuminate the diverse and nuanced perspectives that underpin the use of ICT in teaching and learning. A symbolic interactionist lens can shed further light on the matter of adoption, and allow this research study to make a practical contribution to the introduction of ICT tools in TVETs. To elicit and interpret the multiple meanings that TVET educators associate with ICT, I will employ photo-elicitation methodology, observation and fieldnotes, and self-reflection. Photo-elicitation involves participants taking photographs along the line of inquiry (e.g. the benefit of using technology to teach), after which they undergo a reflexive interview in which they reflect on the meanings of the photographs they have taken. I will couple direct participant observation (documented in field notes) with symbolic interactionism and photo-elicitation to contribute to the production of meaningful data. Finaly, I will apply guidelines of self-reflection by compiling a reflective journal. Self-reflection will allow me to reflect on my own thoughts about the social phenomenon under study and will enable me to understand how my own behaviour may affect the inquiry. The meanings that emerged from the data were grouped into interactionist themes through which the engagement with technology is framed and understood. Educators are generally appreciative of the support and creative capacities that ICT provides to teaching and learning. They are however frustrated with their own inability to fully understand technology and the lack of support from government and institutional decision makers. Despite educators’ struggles with ICT, they are determined to overcome challenges. These themes can be useful in the repositioning of technology for education in TVETs, and can support implementers and policymakers in more effective application.

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Cherub, Fauzia. „An exploration of understandings and expectations around differentiation in mathematics, science and technology education“. Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1008179.

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The exploratory study presented in this thesis is a case study, interpretive in nature and located in the qualitative paradigm. The conceptual focus is on differentiation, recognizing that learners vary from one another and so will need educators to consider a wide range of factors to enable learners to learn. The objectives of the study are: • To identify what Whole School Evaluation (WSE) supervisors understand by the term differentiation (conceptual) • To identify how WSE supervisors expect differentiation to be achieved by educators (conceptual). [n order to contextualise this research, a further objective was considered necessary: • To identify the roles of WSE supervisors (contextual) This was set in the context of mathematics, science and technology education. The study was carried out with a group of ten WSE supervisors who were involved in evaluating Mathematics, Science and or Technology education in the GET (General Education and Training) Band. Analysis of questionnaires and documents led to the identification of supervisory roles, while analysis of semi-structured interviews revealed a range of dimensions related to differentiation understandings and expectations. These dimensions have been developed into a typology which is then drawn upon in the development of a new conceptual model of differentiation, particularly relevant to the South African context. Findings presented in the study represent an attempt to understand and make recommendations related to policy, practice, research, curriculum and learning support material (LSM) development, training and evaluation. Textual layering in the form of reflective footnotes and issue boxes. plus specific reflective sections in the main text e.g. limitations and assumptions, help the text to achieve this goal. While the study was focused on the context of mathematics, science and technology education, it became apparent that the findings could be applied across all the learning areas.

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Arderne, Meagan. „Developing and implementing an information communication technology model for a primary school“. Thesis, Cape Peninsula University of Technology, 2008. http://hdl.handle.net/20.500.11838/1215.

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Thesis (MTech (Quality (Faculty of Engineering) Cape Peninsula University of Technology, 2008.
While the necessary Information Communication Technology (ICT) infrastructure at the Holy Cross Sisters' School (HCSS) has been established, there has been little evidence of the successful integration of ICT into the school. While traditional teaching methods are still being practiced, ICT integration into the curriculum has been non- existent and mundane administrative tasks are still being performed manually. Furthermore, management has no real vision in place with regards to ICT integration at the school. Due to the fact that the HCSS has not optimally used its ICT capabilities results in administrative processes being inefficient and impacting adversely on the quality of the education provided. The objectives of this research study are to develop a model that mitigates the research problem with focus on improving administrative processes, integrating ICT into the curriculum, and combining ICT with traditional teaching methods to exponentially improve upon the efficiency of teaching and learning. The research methodology for this dissertation will fall within the ambit of action research, using both qualitative and quantitative research paradigms. The research question that will form the crux of this dissertation reads as follows: 'What mechanistic approach can be deployed at the HCSS to integrate ICT within the organization to improve the quality of education and improve on the efficiency of internal processes?' Observations, focus groups and a survey will serve as data collection methods for this research. Data collected will be analyzed using descriptive and inferential statistics.

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Omar, Ebrahim. „Educators' access, training and use of computer-based technology at selected primary schools in the Cape Town suburb of Athlone, Western Cape“. Thesis, University of the Western Cape, 2003. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This research study determines designated primary school educator's use of computer technology for accomplishing teaching related tasks such as using the computer to create instructional material
administrative record keeping
to access information via CD-ROM and the Internet for best practice teaching, model lesson plans and e-mail communication. In addition, the research also investigates factors influenicing designated primary schools' ability to become ICT ready and the purposes for which primary school educators use computer technology.

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Sonkwala, Mzikayise Richard. „The extent of the use of ICT in schools in the Nelson Mandela Bay area“. Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1012284.

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It is the 21st Century and the world is a global village. The development of technology like Information and Communication Technology (ICT) has thus become the dominant means of communication. Education has not been left out of this wave of change. In many countries Information and Communication Technology (ICT) has a clear impact in the development of educational curriculum. This cannot be said about South Africa where huge disparities in terms of ICT related resources still exist. There is a range of uses of ICT in South African schools and it varies according to the economic and social conditions where that school is located. For example, the former Model C schools are well-resourced in terms of computers and access to internet whilst township schools lack these resources. In township schools very few students are exposed to computers due to the limited number of computers and lack of properly qualified educators in the field of ICT. In the Nelson Mandela Bay area township schools only offer CAT (Computer Applications Technology) as an ICT related subject whilst the former Model C schools offer CAT and IT (Information Technology).This treatise attempts to show the digital divide that still exists between a former Model C school and a township school, and the impact it has in quality of education in these schools.

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Mostert, Orla. „An evaluation of the use of computers in a South African primary school“. Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003410.

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The introduction of the computer into the educational arena is unique as pressure for its inclusion has come not from educationalists, but from public demand based on the conviction that exposure to computers is an essential ingredient of modern education. This has resulted in computers being added to school curricula before there has been careful research into its educational implications, making huge demands on teachers involved in the innovation. South African primary schools involved in computer education have followed international trends in their adoption of computers, initially perceiving computer education as a separate subject added on to the present curriculum. However, changing trends in computer use internationally are now beginning to reflect educators' changing perceptions of the nature of primary education, and educators are calling for the use of computers to be integrated into the curriculum rather than being seen as an area of study in themselves. This investigation attempts to outline general trends and perceptions of computer use in a South African primary school. Despite a high level of computer usage at the observed school, the computer was seen by teachers, in the main, as an extra subject, and has not yet led to any significant changes in teaching styles and methods. The research suggests that two main issues need to be resolved before computer education in primary schools reflects the present paradigm shift towards learner-centered educational practices. Firstly, there is a need to rethink the delivery of the curriculum towards one which promotes a greater degree of problem solving and decision making on the part of the learner. Secondly, it would appear that teachers need to be made more aware of this trend.

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Dalvit, Lorenzo. „Multilingualism and ICT education at Rhodes University: an exploratory study“. Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003556.

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In South Africa, the linguistic hegemony of English over the African languages in the academic field reproduces unequal power relationships between their speakers. The present study shows that an intervention shaped by a counterhegemonic ideology can change the attitudes of Black university students, key players in spearheading social change. Usign statistical analysis and survey methodologies, this research explored the hegemonic role of English as the only language of learning and teaching (LoLT) in the discipline of Computer Science (CS) at Rhodes University. The study found that those speakers of an African language who are the most disadvantaged by the use of English as LoLT are also the most likely to resist a more extensive use of their mother tongue as an alternative. A group of such students were involved in the development and use of an online glossary of CS terms translated, explained and exemplified in an African language (isiXhosa). This experience increased the support for the use of African languages as additional LoLT, even in the Englishdominated field of study of Computer Science. This is an initial step towards promoting linguistic equality between English and African languages and social equality between their speakers.

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Ntlabathi, Siyanda. „Exploring lecturer experiences of the use of ICT in blended learning : a case study at a South African university“. Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017355.

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ICTs have had a tremendous impact on our educational environment. There have been a huge number of developments and support in implementation of ICT in Higher Education teaching and learning, also referred to as e-learning. Similarly there appears to be quite a number of research conducted on the use of ICTs in blended learning settings worldwide and as well as in South Africa. Very little research however, has focussed on the experiences of lecturers with e-learning, specifically as it relates to Learning Management Systems (LMS). In trying to meet the requirements of its academic programmes and be in line with new developments worldwide, the University which is the focus of this study pilot projected the use of an LMS in a blended learning approach which integrates face-to-face classes with Blackboard, an ICT-based system or tool. Following the implementation of the pilot project, this study explores the experiences of lecturers in their blended learning environments at this university in the Eastern Cape province of South Africa. The research design was that of an interpretative paradigm within a qualitative research approach in a case study methodology. Purposive sampling of six lecturers from departments within faculties across two campuses was done. The data was gathered through interviews, a follow-up questionnaire and document analysis was employed. Using Critical and Social Realism as meta-theories the study employed aspects of Activity Theory as substantive theory to understand particular experiences of blended learning environments and identify conditions which enable and constrain engagement in these environments so as to explore potential lessons to inform the kind of educational support which could be offered to facilitate uptake of the LMS.

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Maholwana-Sotashe, Nikiwe Laura. „Challenges faced by secondary school teachers in integrating ICT into the curriculum: a multiple case study in the Grahamstown Circuit“. Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003326.

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The integration of Information and Communication Technology (ICT) into the curriculum has become the major issue worldwide. The education system does not only pursue the integration of ICT into the curriculum because of its popularity in the market system, but because of the role it is perceived to play in the changing curriculum (encourages active construction of knowledge). According to White Paper 7 e-Education policy (2004:17) every South African learner should be able to use ICTs confidently and creatively to develop the skills and knowledge they need to achieve personal goals and to be full participants in the global community by 2013. The central role played by teachers in teaching and learning requires them to have a holistic understanding of ICT integration. Furthermore they should be able to analyse when ICT integration is appropriate according to what is expected from the learner in the teaching and learning process. Drawing on the evidence from a survey of nine secondary schools in the Grahamstown Circuit of the Eastern Cape, this study examines how teachers from three different types of secondary schools: Former Department of Education (FDET) schools, Former House of Representatives (FHOR) schools and Former Model C (FMC) schools perceive the integration of ICTs in the curriculum. The salient ideas of how teachers perceive the integration of ICTs into the curriculum emerge from what they view as benefits of using ICT and what they view as challenges of integrating ICT into the curriculum. Contrary to expectations, the degree of ICT integration within the curriculum did not correspond directly with the availability of sufficient hardware, software or Internet connectivity at the participating schools.

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Steyn, Jacobus Nicolaas. „'n Makro-perspektief op kwaliteitsversekering in hoer onderwys : relevansie van die Britse en Nederlandse ervarings vir technikons in Suid Africa“. Thesis, Cape Technikon, 1992. http://hdl.handle.net/20.500.11838/1882.

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Thesis (Masters Diploma(Educational Technology))--Cape Technikon, Cape Town, 1992
Quality assurance has emerged as a vital element in tertiary education management at both the macro- and the institutional levels in the Netherlands as well as the united Kingdom. Although, from the nature of the matter, the situation in South Africa would obviously differ from that in these two respective countries, it is clear that universities and technikons may both learn considerably from the British and Dutch experiences. However, in this study the focus will be on technikons. In both the Netherlands and Britain comprehensive quality assurance systems have been established within the realm of higher education during the past decade. Although this phenomenon was largely prompted by external pressures, educational institutions themselves, individually and collectively, contributed substantially to the present system. Characteristic of the Dutch and British dispensations is the willingness on the part of the authorities to create structures for quality assurance. Such structures are still largely absent in South Africa. Compared to the British and Dutch systems, there is, particUlarly within local university education, very little by way of collective structures and actions towards ensuring quality. The link between quality of education and state funding is well established in the overseas countries studied. As a corollary to this, various measuring instruments have been developed for the purpose of determining quality. In this respect it is significant that in the United Kingdom the emphasis is on performance criteria, while in the Netherlands preference is given to peer evaluation. Although the State may through its actions do a great deal to ensure quality of education, individual institutions cannot escape accountability for the development of self-evaluation systems and promoting an internal quality culture and value system aimed at enhanced quality. However, in the process it is important to maintain a balance between efficiency in terms of management and effectiveness in terms of output.

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Mahleza, Nomfundo. „ICT and education in a less privileged school of NMBA“. Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/6237.

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Today’s society requires citizens to have a greater knowledge of information technology (IT) than in previous decades. Strategy programs at a national level define the skill needed in an information society and encourage people to learn these skills (Ministry of Education, 2004). In order for everybody to have the opportunity to learn the basics of the new technology, computer science should be included in general education. The development of technology, like Information and Communication Technology (ICT) has turned the world into a global village (Hashem, 2006). The key instrument in this globalisation is the personal computer. Computer–mediated communication is increasingly becoming the dominant means of communication, particularly in the developed and in some developing countries (Adebisi, 2008). In a developing country, ICT is one of the prime ingredients for development. This generally means improvement of people’s lifestyle through improved education, income, skills development and employment. Development should now also be viewed as a multidimensional process involving major changes in social structures, popular attitudes and a national progression of life from unsatisfactory to satisfactory (Servaes, 1999). Since one of the goals of education is to prepare students for work and citizenship, schools are attempting to change their policies, practices and a curriculum to meet the challenge of making pupils ready for a future quite different than the immediate past (Turker & Codding, 1998). The integration of ICT into the teaching and learning environment in secondary education in Port Elizabeth could change learning and teaching attitudes of learners and teachers and help to prepare them for future challenges. However, the success of this integration will depend on how the learners and teachers adapt to the changes and whether they can make ICT technologies part of their daily life. As it is, there is little or no information available regarding the extent of current ICT usage and access in these secondary schools. The research focuses on the availability, usage and the impact of ICT in education, particularly at a secondary school in the poverty-stricken area of Zwide in Port Elizabeth.

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Koranteng, Kesewaa. „How the use of information and communication technology enables school teachers to generate educational outcomes: case of South Africa“. Doctoral thesis, Faculty of Commerce, 2020. http://hdl.handle.net/11427/32712.

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Problem Statement: ICT is said to improve educational efficiencies and aids in addressing educational shortcomings in the developing world context. Although ICT holds the potential to greatly improve teaching, why and how ICT has the probability of transforming teaching, for actors and within the developing world context remains uncertain. The potential impact of these tools may be affected by contextual and socio-cultural factors. Socio-cultural factors may have a negative consequence on students' learning and can increase educational inequalities, especially in developing countries. The challenge is that existing research does not clearly explain how educational outcomes are generated through the use of ICT within the social-cultural context of teachers. Purpose of the research: The objective of this study was to examine how educational outcomes are generated through the use of ICT in a developing world context, at a micro-level – an individual. The aim was to investigate how the use of ICT enables opportunities for school teachers to generate educational outcomes. Research approach: The study adopted an interpretive approach using a qualitative method. The study adopted a case study method. The study drew on the Capability Approach (CA) as supplemented by individual differences conceptual framework and taxonomy of ICT affordances as a theoretical lens to explain why and how ICT affects teaching, for whom and in what context. The study analysed the patterns between opportunities determined by affordances, individual differences that affect how ICT is used and educational outcomes. The study used a purposive sampling method to select seven schools. From the seven schools, fifteen teachers, seven principals, seven ICT coordinators or personnel in charge of ICT, and two heads of e-Learning in Western Cape education districts. Data was obtained through background documents, semistructured interviews and direct observations of teachers. Key findings: ICT enabled teachers to generate three outcomes: (i) teaching capability outcomes that led to improvements in content delivery, communication, and lesson preparation relating directly to teaching, (ii) basic human capability outcomes led to the needs of the teachers regarding their well-being being met (iii) communication capability outcomes led to teaching communities consisting of teachers that share resources and expertise. Individual differences of teachers, personal data (such as age, ICT skills training, education and level of expertise in the subject taught), social factors (rules and policies), shaping and influencing factors (such as personality type and role model) and environmental context (such as habits, customs, beliefs and cultural values) determined how teachers used ICT to enable capabilities. Various factors (such as infrastructure, learner engagement and excitement as well as ICT skills training) affected the choice of teachers to act on the opportunities afforded by ICT to generate educational outcomes. The value of the study: The study makes three contributions. First, the research suggests theoretical propositions for explaining how the use of ICT enables teachers to produce educational outcomes. The study developed a conceptual framework by integrating Amartya Sen's CA, individual differences conceptual framework and taxonomy of affordance to explain how educational outcomes are generated through the use of ICT in the developing world context. The study found the ICT artefact, features, supportive function (such as training and support) and affordances enabled opportunities, the teachers acted on these opportunities to generate efficiencies in teaching, their well-being and the broader educational community within the context of individual differences. Second, the study provides recommendations for planners and implementers to address issues on the actual realisation of ICT benefits by creating effective strategies that aim at improving implementation of ICT in schools. These strategies should look at the opportunities generated from ICT and how teachers use these opportunities to achieve educational outcomes. Additionally, recommendations were provided for e-Learning coordinators who wish to deploy ICT and integrate it into schools' curricula to equip teachers with all the components of TPACK (Technology, Pedagogy and Content Knowledge). Additionally, e-Learning coordinators should provide a space for teachers to experiment, highlighting existing practices and providing support to achieve their personal goals, which are part of their value system. Third, empirical evidence and theory in this thesis contribute to the knowledge of ICT in education assessments by offering a better explanation of the capability outcomes in ICT in the education field.

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Le, Grange Lesley Lionel Leonard. „Secondary school science pupils' rankings of science and technology related global problems : a comparison of the responses of rural-Northern Sotho, urban-Xhosa and urban-English speaking pupils in South Africa to meeting basic needs in the context of the 1994 Government White Paper on Reconstruction and Development“. Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/17454.

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Bibliography: pages 66-71.
In 1984 Bybee used 262 science educators from 41 countries to develop an instrument for measuring their ranked priorities of science and technology related global problems. In 1995 the original Bybee scale was updated and clarified, and a new 15-item version, the Le Grange Global Priorities Instrument (LGPI) was piloted, refined and administered in fifteen schools to 946 secondary school pupils speaking three different home languages in two provinces in South Africa. The study is an enlargement of the work of Bybee and Mau (1986); Bybee and 'Najafi (1986); Ndodana, Rochford and Fraser (1994); and Le Grange, Rochford and Sass (1995), and is carried out in the context of the new key programme of Meeting Basic Needs presented in Section 1.4.1 of the Government White Paper on the Reconstruction and Development Programme for the New South Africa which states:- The basic needs of people extend from job creation, land and agrarian reform to housing, water and sanitation, energy supplies, transport, nutrition, health care, the environment, social welfare and security (Government Gazette No. 16085, 23 November 1994:9). The 946 pupils surveyed in this study in 1995 comprised 414 rural-Northern Sotho pupils (sample 1) from the Northern Province; 189 urban-Xhosa speaking pupils (sample 2) and 343 urban-English speaking pupils (sample 3) from the Western Cape.

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Hyde, Janet Catherine. „An investigation into the use of Visual Technology for the Autonomous Learning of mathematics (VITALmaths) video clips through the medium of cell phones in the teaching of mathematics in selected South African Grade 9 classes: a case study“. Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003500.

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This qualitative study examines the use of Visual Technology for the Autonomous Learning of mathematics (VITALmaths) video clips in three Grade 9 classrooms in the Eastern Cape, South Africa, two of which are in well-resourced ex-Model C schools and one in a semi-rural township school. The rapid development of mobile technology, especially in Africa, has opened up previously unexplored avenues in economy, communication and education (Aker & Mbiti, 2010), with a number of mobile learning initiatives being launched in South Africa (Botha & Ford, 2007; Vosloo & Botha, 2009). The VITALmaths project was developed collaboratively between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa (Linneweber-Lammerskitten, Schäfer and Samson, 2010). As the main platform for dissemination of the video clips is the cell phone, the study looked at the various aspects involved in the use of cell phones by learners in the classroom, as well as the incorporation of the clips into the teaching of three teachers. Consideration was given to whether or not the clips assisted the teachers in teaching, as well as whether or not they encouraged further exploration. The study was divided into six stages during which data was collected and analysed using an interpretive approach throughout. Data collection methods included semistructured interviews, questionnaires, observation, journals and reflective essays. The study revealed the participating teachers, having incorporated the clips into several lessons, found that these had a meaningful effect on their teaching practice, as well as on the engagement of the learners in the lessons. The majority of the learners involved in the study had access to cell phones, either their own or borrowed, and were able to download the video clips onto their phones from the website (www.ru.ac.za/vitalmaths). A number of learners found that the clips helped them find examples of specific mathematical concepts outside of the classroom, thus leading to further enquiry and exploration, while several learners downloaded and viewed additional clips. Overall findings showed that the VITALmaths video clips could be incorporated into teaching with relative ease.

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Ologun, Rita Oluwanifesimi. „Use and acceptance of education technologies by academics in a school of nursing in the Western Cape, South Africa“. University of the Western Cape, 2016. http://hdl.handle.net/11394/6091.

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Magister Curationis - Mcur
AIMS: This study aims to investigate the use and acceptance of educational technologies by academics in a nursing school in the Western Cape, South Africa (determination of educational technology use, perceived usefulness, perceived ease of use and influencing factors). The findings of the study may be used to facilitate planning for and implementation of increase use of educational technologies to enhance teaching and learning. METHODS: The research design was a quantitative descriptive survey using a self-administered questionnaire. Due to small population size, all 58 academics (28 lecturers- qualified personnel to teach students conduct research and involved in administration of modules and levels) and 30 clinical facilitators- registered nurses with clinical expertise who assists students in the clinical placements were included in the study. The Technology Acceptance Model (TAM) provided the framework for the study. The study adapted an existing questionnaire developed by Kripanont in 2007. Validity and reliability of the instrument were established and pre-testing was done to validate the questions. Data was entered into SPSS version 23 and analysed using both descriptive and inferential statistics techniques. RESULTS: The findings suggested that though academics use educational technology but usage was found to be low and the academics were selective in the type of technology that they use which is influenced by need, availability, duties and academic positions of such academic. This will help facilitating planning for implementation of increased use of educational technology to enhance teaching and learning. Lecturers use educational technology for teaching and learning, while its use among the clinical facilitators is still minimal. The most commonly and frequently used devices were desktops and laptops. Low usage of smartphones for educational purpose among academics was reported. Email was the most common application used by academics for teaching and learning, followed by WhatsApp. The e-learning platform was poorly used; however, the lecturers still used it more compared with the clinical facilitators. Low usage was reported on other educational technologies included in the study. Most of the respondents reported a moderate to high experience with educational technology. More than two-thirds of the respondents used educational technology for enhancing their knowledge on current evidence of nursing, preparing for classes, preparing teaching materials, student contact and supervision and for facilitating/teaching in class. Time and institutional factors were mentioned to be important factors to consider when engaging with any educational technology. Finally, perceived usefulness, perceived ease of use and academic position were predictors of use of educational technology.

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Staschen, Orrie. „Changing the game: public education and the discourses and practices of privatisation in educational technology policy and intervention“. Master's thesis, Faculty of Humanities, 2020. http://hdl.handle.net/11427/32996.

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Privatisation in education is a contentious issue, inseparable from the shift in focus from community-based education initiatives to individualistic and economically driven ones (Ball and Youdell, 2007). This raises ethical issues with initiatives like the Western Cape Government's Game Changer initiatives, given the range of access issues that learners experience in the pervasive social inequity of South Africa. There is a lack of existing research on privatisation practices in public education in the Western Cape, specifically what linguistic strategies are utilized in the official texts promoting it. The Game Changer initiatives and their associated ‘Roadmaps' promote non-state collaboration in extra- curricular eLearning classes and broader technology rollout in under resourced public schools. Analysis of the Roadmap policy reveals discourses of fast capitalism, skills talk, datafication and digital nativism. These discourses were mirrored in the practices, text and talk generated in an after-school mathematics intervention run by an EdTech company, which I have called ZipEd, in a Cape Flats school between 2017-2018. The company prioritized their funder's mandate and to prove their software's efficacy, spun data to reflect largely positive results. In the rush to provide this data, ZipEd entered several schools without fulfilling ethical clearance requirements. Obtaining access to Game Changer pilot sites ensured ZipEd's product rollout, continued growth, and financial success, revealing the neoliberal approaches which dominate ZipEd's practices. The Game Changer policy texts and the intervention observed, treated languages as silo-ed entities, ignoring family or community approaches to literacy initiatives, curricular reform, trans-languaging strategies and inclusive language learning. While EdTech is a useful teaching tool, this promotion of “exogenous” (Ball and Youdell, 2007) privatisation in the Western Cape, blurs the lines between state and non-state involvement, ultimately resulting in the commodification of public schooling.

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Prince, Gilbert Leslie. „Implementation of computers in schools : a case study of five schools in the Makana and Somerset East districts /“. Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/1293/.

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Thesis (M.Ed. (Education)) - Rhodes University, 2007.
A thesis submitted in partial fulfillment of the requirements for the degree of Masters in Education, Information Communications Technology in Education in the Education department.

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Mooi, Alicia Tenjiswa. „Effectiveness of ICT education in the Northern school area of Port Elizabeth“. Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1605.

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The use of information communication technology in the 21st Century is very important. The skills and knowledge of using these technologies should start at high school level, as it is at this stage where learners are equipped for tertiary education and the business world. This study seeks to answer how much ICT is used at the average school in Port Elizabeth and how effective such use is. South Africa is one of the countries in the whole world that is still behind in using the new technology. Learners from high school still enter university with no knowledge of how to use a computer. This becomes a problem in the world of technology as almost everything is done using technology. It also becomes a big problem when learners look for jobs in the business world. An active learning theory has been used on the study because, if learners can learn and have access computer at school, life will be easy for both learners and teachers, there would be co-operation and discussion and the fast way of doing school work. For the purpose of the study a qualitative research method has been used to ensure that answers are received straight from, teachers and learners for evidence. It is therefore clear that there are schools in South Africa that still needs the attention of the government in terms of getting access to computers and to have professional teachers for teaching the subject. The government has a responsibility of making sure that all learners and teachers in high schools have access to computers and internet. This will improve the working and learning conditions of both parties involved.

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Amedzo, Ephraim Kofi. „The integration of information and communication technology into rural schools of South Africa : a case study of schools in Malamulele /“. Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/329.

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Du, Plessis André. „Learners' perceptions of creating a collaborative hypermedia product: an exploratory case study at Mount Pleasant Primary School“. Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003546.

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The Ministry of Education (SICTE, 2002) states that the widespread introduction of computers in schools should support Curriculum 2005 and that computer technology is part and parcel of making schools the center of community life. The vision is to establish Smart Schools: schools that are reinvented in terms of teaching-learning practices to prepare learners for the information era (SICTE, 2002). Kafai (1996:71) has found that conventional school assignments rarely give learners the opportunity to spend a great deal of time on complex projects. As a result, many learners have little experience in design: planning, problem solving, researching, dealing with time constraints, modifying expectations and synthesizing everything in a project. Research by Carver, Lehrer, Connell and Erickson (1992); Lehrer, (1993); Lehrer, Erickson and Connell (1994); Kafai (1996); Liu and Hsiao (2002) and Liu (2002) indicates that the design of hypermedia artefacts can assist in providing experience in design. To date, no equivalent research has been conducted in South Africa to ascertain the perceptions of learners regarding the creation of a hypermedia artefact over an extended period of time and whether some of the critical outcomes specified in Curriculum 2005 can be addressed in such a learning-by-design hypermedia project. This study shows that design skills and aspects related to the critical outcomes of Curriculum 2005 can be achieved. Furthermore, it indicates that this kind of project encourages interest, motivation and collaboration. In addition, it suggests that learners experience the role of the teacher as different and prefer such a learning environment. In spite of the positive results, some aspects that need attention for future implementation are suggested.

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Shuro, Vimbai. „Use of information and communication technology in teaching primary school learners experiencing barriers to learning in Ekurhuleni North district“. Diss., 2020. http://hdl.handle.net/10500/27548.

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Summaries in English, Zulu, Venda and Ndebele
The objective of this study was to investigate the use of Information and Communication Technology (ICT) in the teaching and learning of learners experiencing barriers to learning in ordinary primary school classrooms in Ekurhuleni North district in Gauteng Province. The study sought to establish the role and use of ICT and how it enhances teaching and learning of learners experiencing barriers to learning. Data were collected using in-depth interviews and non-participant observation and this allowed the researcher to ask open-ended questions and also to observe participants using ICT. Six teachers from three primary schools in Ekurhuleni North district were used and purposive sampling was used to select these participants. Thematic content analysis was used to analyse data. The study revealed that ICT increases learners’ motivation and concentration span, helps learners to participate effectively, assists in the grasping of concepts and minimises barriers to learning. The study recommends that teachers should be trained on the use of ICT and it should also be incorporated as an important pedagogical method to facilitate teaching and learning of learners experiencing barriers to learning.
Inhloso yalolu cwaningo ukuphenya ukusetshenziswa kobuchwepheshe bezolwazi kanye nezokuxhumana (ICT) ohlelweni lokufunda nokufundisa abafundi abahlangabezana nezihibhe zokufunda emagunjini okufundela sikoleni esejwayelekile sebanga eliphansi esifundeni sase-Ekurhuleni North district in Gauteng Province. Ucwaningo lufuna ukuthola indima kanye nokusetshenziswa kobuchwepheshe be-ICT kanye nokuthi lokhu kuluqinisa kanjani uhlelo lokufunda nokufundisa kubafundi abahlangabezana nezihibhe zokufunda. Idatha yaqoqwa ngokusebenzisa izinhlolovo ezijulile kanye nokubukisisa izenzo zabadlalindima, okuyinto evumele umcwaningi ukuba abuze imibuzo evulekile futhi abukisise nendlela abadlalindima abasebenzisa ngayo ubuchwepheshe be-ICT. Uhlelo lwesampuli enenhloso (Purposive sampling) yasetshenziswa ukukhetha othisha ababengabadlalindima, abayisithupha abaphuma kwizikole ezintathu zamabanga aphansi esifundeni sase-Ekurhuleni North district. Uhlelo lokuhlaziya indikimba (Thematic content analysis) lwasetshenziswa ukuhlaziya idatha. Ucwaningo luye lwaveza ukuthi ubuchwepheshe be-ICT lwengeze ugqozi kanye nokugxila komqondo wabafundi esifundweni, ukubasiza ukuba bazibandakanye ngempumelelo, basize ekubambeni ngengqondo amagama futhi banciphise izihibhe zokufunda. Ucwaningo luncoma ukuthi othisha baqeqeshelwe amakhono okusebenzisa ubuchwepheshe be-ICT, okuyiyona ndlela engathathwa njengesemqoka ohlelweni lokufundisa nokufunda kwabafundi abahlangabezana nezihibhe zokufunda.
Tshipikwa tsha ngudo iyi ho vha u todisisa u shumiswa ha thekhinolodzhi ya mafhungo na vhudavhidzani (ICT) kha u funza na u gudisa vhagudiswa vhane vha tshenzhela zwithivheli zwa ngudo kha kilasirumu dzo doweleaho dza zwikolo zwa phuraimari ngei vhubvaduvha ha tshitiriki tsha Ekurhuleni Vunduni la Gauteng. Thodisiso yo toda u bveledza mishumo na u shumiswa ha ICT na uri zwo khwinisa hani u guda na u funzwa ha vhagudiswa vhane vha tshenzhela zwithivheli zwa u ngudo. Data yo kuvhanganyiwa nga kha inthaviwu dzo tandavhuwaho, saizwi zwi tshi tendela vhadzheneleli u tandavhudza phindulo dzavho na u sedza hu si na u dzhenelela, u tendela mutodisisi u vhudzisa mbudziso dzine wa ṋetshedza phindulo wo vhofholowa na u sedza vhadzheneleli hu tshi khou shumiswa ICT. Ho shumiswa tsumbonanguludzwa dzo sedzaho kha vhukoni u nanga vhadededzi vha rathi u bva kha zwikolo zwiraru zwa phuraimari Vhubvaduvha ha tshitiriki tsha Ekurhuleni sa vhadzheneleli. Ho shumiswa ngona ine ya fulufhelwa ya u saukanya data. Thodisiso yo wanulusa uri ICT i engedza thuthuwedzo ya vhagudiswa na u futelela, na u vha thusa u dzhenelela nga mafulufulu, u vha thusa kha u fara mitalukanyo na u fhungudza zwithivheli kha u guda. Ngudo yo themendela uri vhadededzi vha gudiswe u shumisa ICT, ine ya nga tanganyiswa sa ngona ya ndeme ya pfunzo u konisa u guda na u funzwa ha vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda.
Umnqopho werhubhululweli kuphenya ukusetjenziswa kwethekinoloji yezelwazi kanye nezokuthintana ekufundiseni nekufundeni kwabafundi abahlangabezana neenqabo ekufundeni esikolweni nje esijayelekileko ngeenkumbeni zesikolo sebanga eliphasi endaweni ye-Ekurhuleni North district esifundeni se-Gauteng Province. Irhubhululo lifuna ukwazi indima ye-ICT kanye nokusetjenziswa kwe-ICT nangendlela ithekinoloji iqinisa ngayo ihlelo lokufunda nokufundisa abafundi abahlangabezana neenqabo zokufunda. Idatha ibuthelelwe ngokusebenzisa iinhlolombono ezidephileko kanye nokuqalisisa izenzo zabadlalindima, okuyinto evumele umrhubhululi ukobana abuze imibuzo evulekileko kanye nokuqalisisa abadlalindima abasebenzisa i-ICT. Ihlelo lesampula eneHloso (Purposive sampling) lisetjenzisiwe ukukhetha abotitjhere abasithandathu, bakhethwa eenkolweni ezintathu zamabanga aphasi esiphandeni se-Ekurhuleni North district njengabadlalindima. Ihlelo lokutsenga uMnyombo (Thematic content analysis) lisetjenzisiwe ukuhlathulula idatha. Irhubhululo liveze ukuthi i-ICT ingezelela ummoya wokukhuthazeka kanye nommoya wokuqalisisa ngokomkhumbulo, kubasiza ukobana badlale indima ngepumelelo, basize ekubambeni amagama begodu baphungule iinqabo zokufunda. Irhubhululo lincoma bona abotitjhere babandulwe ekusebenziseni i-ICT, okulihlelo begodu elifanele lithathwe njengendlela eqakathekileko lokufundisa ukusiza ukufundisa nokufunda kwabafundi abahlangabezana neenqabo zokufunda.
Inclusive Education
M. Ed. (Inclusive Education)

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Monareng, Madikana Joseph. „Governance and leadership challenges in the schools of Ekurhuleni South District 16“. Thesis, 2016. http://hdl.handle.net/10539/23692.

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A dissertation submitted to the Wits School of Governance, Faculty of Commerce, Law and Management, University of Witwatersrand in fulfilment of the requirements of the degree of Master of Management in the field of Public and Development Management (MM.P & DM), 2016
This study explored governance and leadership challenges at the Edenridge High School. The report uses a case study as well as an interactive qualitative analysis research methodology. It explores how the School Governing Body provides strategy to the school management team, with their educators, in order to implement the strategy in collaboration with the GDE policies, will ultimately lead to good governance and effective leadership and management in the school. The GDE policies and practices are used to address complex challenges in order to effect change. The researcher argues that despite the challenges which the SGB and SMT, as well as the educators in the school experience, change becomes evident. The stakeholders learn to work together, respect each other and forge ahead. These challenges brought about by insufficient provision of inservice trainings and relevant workshops to be conducted in schools contribute to shaping future developed and professional bodies of SGBs and SMTs in general, in their good governance strategies and effective leadership and management systems. If the systems in place are sustained, they then leave the stakeholders with the potential of becoming public servants of the future. The findings reveal that the Constitution of South Africa Act No. 108 of 1996, South African Schools Act (SASA) No. 84 of 1996, Employment of Educators’ Act (EEA) No. 76 of 1998, and the National Education Policy Act (NEPA) No. 27 of 1996 are not used sufficiently and substantively to influence change that must take place in schools. Discretion and common sense tend to have taken the place of education policies and practices in resolving problems and finding each other. While schools discuss embracing the ten fundamental values of the South African Constitution (Act 108 of 1996), living up to them continues to remain a challenge in practice. ii This study also investigates the role that SGB and SMT, together with the teaching staff (educators) play in governance, leadership and management of teaching and learning. The process takes place through the alternative approach of distributed - and instructional – leadership, in order to promote quality education. As a qualitative case study of only one township Gauteng secondary school, data was collected by means of questionnaires. Perceptions of the SGB, SMT and educators on distributed and instructional leadership embedded within governance, leadership and management were examined, as well as how the concept was applied in the day-to-day running of the school. It was found that the SGB’s, SMT’s and educators’ responses in the questionnaires, despite their extensive teaching and managing experience, related to the situation where the stakeholders were not fully aware of the implications of governance, leadership and management within the new dispensation. They vaguely referred to their roles as governors, leaders and managers without specifying how and what they were governing, leading and managing in their respective schools. Recommendations are that distributed leadership strategies in governance by the SGB could be found in the case study school to optimise the instructional leadership and management of teaching and learning by the SMT and educators, and that time should be granted for HODs and their principals within the SMT structure for the implementation of this instructional leadership and management. Challenges such as the ones mentioned above, including the recent fluctuation of matric results, which dropped by approximately 9% in 2015, (Basic Education Minister’s Speech, January 2015) moving the pass rate from 75,8% in 2014 down to 70,7% in 2015, will obviously be curbed
GR2018

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Tabane, Gabaitsane Manita. „Perceptions of nurses with regard to the use of computer information technology at primary health care clinics in the eastern part of Ekurhuleni“. Thesis, 2014. http://hdl.handle.net/10210/8774.

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M.Cur. (Nursing Management)
Information technology is the management of a computer-based information system, particularly software applications and computer hardware, which are used to handle all aspects of information storage, retrieval, transmittal, protection, and processing information securely. The lack of reliable health information is one of the major obstacles to the effective planning of the health services in South Africa. The existing information systems are fragmented and incompatible; most systems are manually driven with minimal computerisation which results in inadequate analysis, interpretation and the use of data at PHC level. The use of computer information technology in the health facilities will improve service delivery; reduce the cost of providing health care; and enhance the management and control of service. Yet, it seems that nurses are insufficiently using computer information technology at the PHC clinics in the eastern part of Ekurhuleni. It has been observed that nurses do not use Computer Information Technology (CIT) to the benefit of the clients. It was unclear what the perceptions of PHC professional nurses about CIT were. The purpose of this study was to explore and describe the perceptions of primary health care nurses with regard to the use of Computer Information Technology (CIT) with the purpose of recommending the actions to be taken by the nurse manager about computer information technology. In this study a quantitative, exploratory and descriptive design was used in order to obtain factual reasoning and information from professional nurses working at five (5) primary health clinics in the eastern part of Ekurhuleni. The total sample of professional nurses was n = 150. The method of data collection was a self-administered and structured survey- questionnaire that took 30 minutes to complete. Descriptive statistics were compiled by using the Statistical Package of the Social Sciences (SPSS) Version 20 software program. Validity and reliability were ensured by the judgments of the researcher and experts about whether the research instrument had covered the comprehensive set of facets that encompassed the concepts (the use of information technology at primary health care clinics). It also included pre-testing of the instrument to establish the consistency with which participants understood, interpreted and responded to all the carefully formulated questions in the survey-questionnaire. Ethical principles and standards for nurse researchers were adhere to. The findings indicated that there were aspects that need to be addressed in respect of the use of information technology in primary health care clinics. Limitations of study and the recommendations for nursing practice, management and research were discussed. This study determined the perceptions of nurses with regard to the use of computer information technology at the PHC clinics that lead to recommendations on the actions to be taken by the nurse managers about the use of computer information technology at PHC clinics.

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Smith, Florence Montsho. „The role of women in educational management and leadership at Ekurhuleni West schools in Tembisa“. Thesis, 2014. http://hdl.handle.net/10210/10727.

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James, Mogale Thabo. „Parental involvement as a strategic tool to improve the culture of teaching and learning in the township schools“. Diss., 2014. http://hdl.handle.net/10500/13354.

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Since the advent of democracy in 1994, social changes in South Africa have impacted on schools. In the past, parent involvement in the township schools was viewed as unimportant. However, with the change to a democratic South Africa, parents as critical stakeholders were put under tremendous pressure to get involved in the education of their children. The role that parents are expected to play in education has grown immensely and has been receiving greater interest. The South African Schools Act (Act no. 84 of 1996) makes provision for parents‟ participation in the activities of the schools. The underlying principle is to ensure that parents are actively involved in the governance and management of schools with a view to create a conducive environment for a better teaching and learning. According to Bloch (2009:22) the more parents are involved in their children‟s schooling the better their children‟s academic achievements, the more confident their attitudes to schooling and the lower the drop-out rate. However, the parents in the township schools in South Africa have dismally failed to live up to these expectations. Almost 80% of dysfunctional schools in South Africa are predominantly located in the townships (Smit & Oosthuizen, 2011:64). These schools are ineffective and inefficient; and lack of parental involvement has been cited as a key reason for the decline of academic achievement. Efforts to improve the culture of teaching and learning in these schools have failed. In this study, the extent to which parents in the township schools are involved in the education of their children is interrogated as the focus area. Similarly, the objective of this study is to investigate and evaluate the factors that influence or inhibit parents‟ participation in the education of their children in the township schools. The study confined itself to three secondary schools in Ekurhuleni North district and used both educators and parents as its sample. The sample was purposefully selected. A mixed methodology of qualitative and quantitative approaches was used for this study. The data presented in this study are mainly derived from the responses to the ninety questionnaires that were distributed to educators as well as the responses of the six parents from the interviews with them. In this study, the ethical considerations of the research as espoused by Merriam (1998:198) were adhered to. This study v stems from the necessity to contribute to the scholarly debate on the involvement of parents in education as it seeks to determine the factors which hamper parental involvement in the education process of the learners in the township schools; and to suggest possible solutions to eliminate them wherever feasible. The reluctance of parents to participate in the education of their children in the township schools remains a mystery which needs to be unravelled. This is the basic premise of this research. The researcher further hopes that when the Findings and the Recommendations of this study are completed, they will be able to add value to the education system in the township schools by conscientising parents about their full role in the governance of the schools as mandated by legislation.
Department of Educational Leadership and Management
M.Ed. (Education Management))

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Daya, Avika. „The impact of access to educational technology and educator’s attitudes towards educational technology on the use and integration of educational technology in South African schools“. Thesis, 2017. https://hdl.handle.net/10539/24440.

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A research project submitted in partial fulfilment of the requirements for the degree of BA Masters (Educational Psychology) in the Faculty of Humanities, University of the Witwatersrand, Johannesburg, January 2017
Educational Technology (ET) is fast becoming a part of South African classrooms. Educators play a major role in the effective and successful integration of this technology within the classroom. This study explores the relationship between educators’ level of access to ET, their attitudes towards ET and their use of ET for various teaching related purposes. The factors of perceived competence, cultural relevance and perceived usefulness are also explored. Roger’s Diffusion of Innovations Theory and Ajzen and Fishbein’s Theory of Reasoned Action and Theory of Planned Behaviour were used as the theoretical framework for this study. A convenience sample of 119 educators from various schools in Gauteng (both public and private) completed a questionnaire consisting of a demographics section, the Attitudes towards Computer Scale (ACTS) and the Information and Communication Technology Survey. Results were analyzed using descriptive statistics and multiple regressions. The study found that while educator’s attitudes towards ET are positive, levels of use and integration of more complex ET items are still low. Varying levels of access were recorded for different ET items at home and at school. Both, perceived usefulness and levels of access were found to be the most significant predictors of educators ET use and integration. These results are in keepings with both Roger’s Diffusion of Innovations Theory and Ajzen and Fishbein’s Theory of Reasoned Action and Theory of Planned Behaviour as attitudes were shown to predict use and integration of ET. This research has potential to contribute to teaching policy, practice and research in South African schools
XL2018

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Vilakazi, Nicholas Sibusiso. „Exploring principals' institutional instructional leadership practices in primary schools: a case study of two underperforming township primary schools in Ekurhuleni South District, Gauteng province“. Thesis, 2016. http://hdl.handle.net/10539/20786.

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A thesis submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the Degree of Master of Education. Johannesburg 2016
Instructional Leadership has been researched extensively in secondary schools in South Africa, and not much is known about it in South African primary schools. Instructional Leadership is concerned with teaching and learning and the behaviour of teachers in enhancing student or learner performance as the core business and function of schools. However, many principals in the low-functioning township primary schools do not conceptualise instructional leadership as such. Many of these schools continue to perform poorly academically. In a longitudinal study for the Matthew Goniwe School of Leadership and Governance (MGSLG) it was discovered that more than 500 school principals in Gauteng province did not conceptualise instructional leadership as their main role. The management of teaching and learning was ranked only seventh out of ten leadership activities. Principals shift their instructional leadership role to deputy principals and Head of Departments. This research explores principals’ structional leadership practices in relation to student achievement. This study employs a mixed-method approach which incorporates a qualitative and quantitative design and observation of principals’ instructional leadership practices. The participants in the study involve all levels of the teaching force which includes the principal, the deputy principal, the Head of Department (HoD) and the teachers in two township primary schools. The research findings reveal that school principals shift their instructional leadership to their lower level management colleagues. Key words: Instructional leadership, distributed leadership, student achievement, under-performance, curriculum management

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Mamafha, Takalani Matamba Maurice. „Utilisation of information and communication technologies in public libraries at Ekurhuleni Metropolitan Municipality, South Africa“. Diss., 2013. http://hdl.handle.net/10500/13355.

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Public libraries, globally, are adopting the use of information and communication technologies (ICTs) in order to improve services to the users. ICTs in public libraries are enhancing services to the users by ensuring that services are available to them quickly and efficiently. ICTs in public libraries include computers and their Internet-based facilities, printers, photocopiers, laminators, faxes, telephones, televisions, compact discs, (CDs) and digital video discs (DVDs). This study focussed on the utilisation of ICTs in public libraries at Ekurhuleni Metropolitan Municipality (EMM). The general aim of the study was to assess the utilisation of ICTs at EMM public libraries by the users. Both qualitative and quantitative research approaches through a survey research method were deployed. The study targeted all public libraries at Ekurhuleni and within the libraries; library users and control librarians (librarians in charge of libraries at Ekurhuleni) were targeted. Control librarians participated in the study as key informants. The researcher needed to find out if they would corroborate what users said. There is a total of 43 public libraries at Ekurhuleni and eight were included in this study. These eight libraries were selected through stratified sampling. Out of 24033 registered users at Ekurhuleni libraries, 332 were randomly selected to take part in the study. All eight control librarians of participating libraries were included in the study. The total response rate for the targeted library users was 51% (170). The findings of this study indicate that although ICTs in EMM libraries are highly utilised, staff attitudes, cost of ICTs services, users’ lack of ICTs knowledge and skills, slowness of ICTs and power failure, make it difficult for users to maximise the full benefits offered by ICTs. The study recommended that the cost of ICTs services be reduced, customer care workshops and ICTs training be prioritised for staff, structured ICTs training programmes be developed for library users, users’ access time to Internet be extended, subscription to online databases be prioritised, Internet bandwidth be increased, uninterrupted power supply be installed in libraries and that positions be created for librarians specialising on ICTs.
Information Science
MA (Information Science)

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Gwele, Babalwa Linda. „The role of primary school principals in teacher professional development in Ekurhuleni South District“. Diss., 2019. http://hdl.handle.net/10500/25805.

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The study explores the role of school principals in teacher professional development in Ekurhuleni South District and whether they perform their leadership functions as expected. Literature reviewed gave an in-depth understanding of the discourse of teacher professional development from the South African and international perspectives. A qualitative approach was adopted to explore the role of school principals in teacher professional development. Ten primary schools were selected from Ekurhuleni South District using purposive sampling. In each school, the principal, deputy principal, head of department and a post level teacher were interviewed to gather data. The findings of the study revealed that there is little or no support from principals to assist teachers in order to enhance teaching and learning. A lack of resources and development opportunities for principals by their superiors hampers teacher professional development. The main recommendation from this study is that principals should be supported by their cluster leaders, and the school governing bodies should supplement the school funds so that teachers can attend workshops.
Educational Management and Leadership
M. Ed. (Education Management)

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Mngomezulu, Mishack. „Vision of excellence in secondary schools leadership in Ekurhuleni East District“. Diss., 2012. http://hdl.handle.net/10500/8841.

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This research investigates the vision of excellence in secondary schools leadership in Ekurhuleni East District (Gauteng East District) and the existence of a vision of excellence in schools. A literature study investigated models of leadership related to vision of excellence and aspects of vision of excellence in school leadership. An empirical investigation used both a quantitative and qualitative research design to collect data from a purposefully selected and stratified sample of participants and secondary schools in the Ekurhuleni East District (Gauteng East Education District). A questionnaire and focus group interviews were used to gather data from the respondents. Data were analysed and interpreted using quantitative and qualitative approach. The findings of both the literature study and the empirical research on the above-mentioned vision of excellence in secondary schools leadership in Ekurhuleni East District revealed that there is a lack of support from school leadership and the School Management Team (SMT) in realising a vision of excellence in secondary schools leadership. The main challenges that were identified by qualitative method were the lack of support by both the district office and school management or school leadership. The realisation of the vision of excellence is dependent on how the information is managed and disseminated by the school leadership, principals and SMTs. It appears that the realisation of the vision of excellence would enhance the level of understanding of new developments in the education system including the curriculum change and technological advancement.
Educational Leadership and Management
M. Ed. (Education Management)

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Cloete, Zelna Janet. „Teachers' perceptions of the pedagogical use of information and communication technologies (ICTS) and principals' technology leadership“. Thesis, 2013. http://hdl.handle.net/10539/13174.

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The purpose of this research is to develop a better understanding to why South African educators embrace or resist Information and Communication Technologies (ICTs) in teaching and learning by exploring the complex interplay between teachers’ pedagogical beliefs, their efficacy beliefs, their context beliefs and their use of computers in the classroom. The study hypothesises that teachers’ behavioural intention, whether and how to use ICTs in the classroom, is determined by a set of teacher-related variables, which include, their pedagogical beliefs, selfefficacy beliefs and context beliefs. The specific teacher-related variables that are of significance for this study include: teachers’ pedagogical beliefs, self-efficacy beliefs, computer self-efficacy beliefs and computer anxiety. A correlational analysis was performed to determine the complex relationships amongst these thinking processes and their effect on the utilisation of ICTs. In addition, teachers’ perception of their principals’ technology leadership was investigated. Four interrelated dimensions were investigated, that is: (a) vision, planning and management; (b) staff development and training; (c) technology and infrastructure support; and (d) interpersonal and communication skills. A mixed method of quantitative and qualitative research was employed to collect data at a secondary and primary ex-model C school in the Southern Suburbs of Cape Town. Convenience sampling was applied in this study. A total of 23 teachers participated voluntarily in the research project. The results of the study suggest that teachers’ self-efficacy beliefs, computer self-efficacy beliefs and computer anxiety directly affect their computer use, while the principal’s technology leadership only has an indirect effect on their computer use via the mediating variables: self-efficacy beliefs and pedagogical beliefs.

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Mtanga, Alice. „The response of educators to principal's instructional leadership at a high school in Gauteng“. Diss., 2016. http://hdl.handle.net/10500/22691.

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Instructional leadership (IL) is a powerful tool that is used by principals to manage schools. There is a need for principals to fully embrace this concept of leadership and understand how educators respond to their IL. This study investigated the response of educators to principals’ IL. Semi-structured interviews were conducted with six teachers at a selected high school. The results found that teachers were comparatively impressed by the principal’s IL. The principal showed partial involvement in managing an instructional programme and promotion of a culture of teaching and learning. The results will enable principals to understand the reaction of teachers to their IL, thereby empowering them to be better instructional leaders.
Educational Leadership and Management
M. Ed. (Educational Management and Leadership)

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Sadie, Alida Jeanetta. „An approach to the strategic governance of educational technology at universities of technology“. 2012. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000257.

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D.Tech. Organisational Leadership. Business School.
The research problem for this thesis reads as follows: Educational technology within Universities of Technology is not strategically governed and managed, resulting in the underutilisation of resources impacting on the achievement of strategic goals and objectives. The primary research question therefor follows: Can a strategic approach be formulated to mitigate the research problem to benefit Universities of Technology? Questions explored in the thesis are: What business principles and managerial strategies can be applied in the formulation of a governance scenario for effective educational technology governance? What are the key national and international strategic driving forces that influence institutional governance? What are the key strategic driving forces that influence governance at the Tshwane University of Technology?

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Shunmugam, Lauren Olivia. „Parents' perceptions of the use of technology in South African primary schools“. Thesis, 2016. http://hdl.handle.net/10539/22792.

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A research project submitted in partial fulfilment of the requirements for the degree of MA in Research Psychology in the Faculty of Humanities, University of the Witwatersrand, Johannesburg, March 2016
Despite 20 years of democracy, education in South Africa is still plagued by the inequalities carried over from apartheid. Concerns on issues of standardisation in education, which are linked to socio-economic status, make it increasingly difficult to determine what skills learners are leaving the schooling system with (Blignaut, 2009; Du Plessis & Webb, 2012; Lumadi, 2011; Maiyo, 2015; Watts, 2001). There is a need to bridge the gap that currently exists within education, and one way in which this is thought possible, is through the integration of technology in the classroom (Department of Education, 2004). In 2015 the Smart Schools Project was put in place to promote the implementation of technology in South African schools. One of the aims of this project is to standardise education through redressing the inequalities within the country. This study aimed to investigate the perceptions of parents, with regards to the introduction of technology within primary school classrooms in South Africa. In order to achieve the main aim of this study, perceptions of parents were explored from parents whose children were in private and government-funded schools. This study used a combination of two models in order to understand how parents’ usage and acceptance of technology could possibly influence their children’s interaction with technology. This study found that how parents come to use and accept technology is not influenced by socio-economic status. Further, it was noted that acceptance and usage impacted how they viewed technology being introduced in the classroom.
GR2017

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Vahed, Anisa. „Ensuring the quality of pedagogy through games in dental technology at a selected University of Technology“. Thesis, 2014. http://hdl.handle.net/10321/997.

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Submitted in fulfilment of requirements of the Degree of Doctor of Technology: Operations and Quality Management, Durban University of Technology, 2014.
The need for alternative teaching practices in the face of poor retention and student throughput rates has changed the context of higher education in South Africa. This study interrogates one alternative teaching practice: the use of a board game and a multimedia game. Arguments for the potential benefits of games in higher education have generated a growing body of literature, but the general focus of these studies has been empirical with little theorisation about the associated pedagogy. Using a mixed methods sequential explanatory research design, this thesis aimed to determine the quality of pedagogy through games in providing epistemological access to the subjects Tooth Morphology and Oral Anatomy in a Dental Technology Diploma at a selected University of Technology. The thesis also developed a framework for the design of games to enable quality teaching and learning of vocational subjects. Preliminary and pilot studies were conducted. The preliminary study was conducted over a five-year period from 2003 to 2006. The total sample size for the Tooth Morphology board game was n=128 and for Oral Anatomy multimedia game was n=30. Academic experts validated the study by reviewing the contents of the game. The findings suggested that games assisted students to actively learn. The pilot study was conducted in 2007 and 2008. The total sample size for the Tooth Morphology board game was n=62 and for the Oral Anatomy multimedia game was n=22. Dental technology experts validated the contents of the game. Cronbach’s alpha index was used to assess the reliability of the study and was α=0.45 and α=0.757 for the Tooth Morphology board game and the Oral Anatomy multimedia game, respectively. The low alpha score obtained for the Tooth Morphology board game prompted improvements to be made to the survey for the main study. The main study was conducted in 2009, 2010 and 2011. The total population size for the Tooth Morphology board game was n=83 and for the Oral Anatomy multimedia game was n=82. Surveys and pre- and post-tests were analysed using descriptive statistics, t-tests, factor analysis and cross tabulations. Content validity ensured that the survey focused on concepts and constructs that emerged from the review of literature on games. Cronbach’s alpha index was used to assess the reliability of the surveys and was α=0.794 and α=0.868 for the Tooth Morphology board game and Oral Anatomy multimedia game, respectively. Qualitative analyses entailed focus groups with students who used the games. The data generated was analysed using the conceptual frameworks of Bernstein’s knowledge codes and Maton’s Legitimation Code Theory of Specialisation. Trustworthiness of the data was achieved using methodological triangulation, data triangulation and peer debriefing. Quantitative results revealed that an integrated game design with an appropriate mix of instructional content and applicable game features and mechanisms facilitates the provision of epistemological access to Tooth Morphology and Oral Anatomy. By placing a sociological lens on knowledge in the games, a major finding in the qualitative analyses was that epistemological access using games provided access to particular knowledge-knower structures of the target subjects or disciplines. An LCT (Specialisation) analysis revealed that the games in this study represented a knowledge code as specialist knowledge and skills were valued over the possession of personal attributes and dispositions. This knowledge code was in turn aligned to the knowledge code of the target programme. In synthesising the results there were three recurring issues that emerged from the data as being key, namely: (1) access to knowledge; (2) instructional design of the games; and (3) technical design of the games. The thesis concluded by proposing the KITE framework, a guideline for lecturers to consider when designing games for higher education.

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Dissertationen zum Thema „Educational technology – South Africa – Ekurhuleni“

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