Technology continues to progress due to the enormous growth of wireless technologies and mobile computing. Mobile devices such as handheld computers, smartphones and mobile phones are integrated into the daily lives of many people irrespective of their age, nationality or gender. These devices are embedded with computer functionalities and their ease of use and mobility functionality enable the people to use and move around with the mobile devices everywhere they go; the sophistication of these devices fascinates many learners thus they are fluent in using digital technology. The aim of this thesis is to describe how these devices are being utilised for learning purposes using the qualitative data collection method, to use the FRAME model to evaluate the usefulness of mobile digital technology and to also understand the educator’s role in the mobile age. This thesis explores the relationship between education (what is being taught), society (individual learners and their learning preferences) and technology (mobile tools used for learning), conceptualising the learner’s perspective. The research findings indicate that learners in the case study are enthusiastic about mobile educational technology, fluent in using digital technology and they prefer pen and paper for taking notes. The outcomes of this study suggest that although mobile technology has the potential to enhance teaching and learning, educators need to put more emphasis on providing technology-rich learning activities to empower high level of student involvement and take into consideration the learner’s learning preferences towards learning using mobile technology. / College of Engineering, Science and Technology / M.Tech. (Information Technology)

Technology continues to progress due to the enormous growth of wireless technologies and mobile computing. Mobile devices such as handheld computers, smartphones and mobile phones are integrated into the daily lives of many people irrespective of their age, nationality or gender. These devices are embedded with computer functionalities and their ease of use and mobility functionality enable the people to use and move around with the mobile devices everywhere they go; the sophistication of these devices fascinates many learners thus they are fluent in using digital technology. The aim of this thesis is to describe how these devices are being utilised for learning purposes using the qualitative data collection method, to use the FRAME model to evaluate the usefulness of mobile digital technology and to also understand the educator’s role in the mobile age. This thesis explores the relationship between education (what is being taught), society (individual learners and their learning preferences) and technology (mobile tools used for learning), conceptualising the learner’s perspective. The research findings indicate that learners in the case study are enthusiastic about mobile educational technology, fluent in using digital technology and they prefer pen and paper for taking notes. The outcomes of this study suggest that although mobile technology has the potential to enhance teaching and learning, educators need to put more emphasis on providing technology-rich learning activities to empower high level of student involvement and take into consideration the learner’s learning preferences towards learning using mobile technology. / College of Engineering, Science and Technology / M.Tech. (Information Technology)

The use of Information and Communication Technology (ICT) in teaching and learning is of significant importance to a country’s development and the social growth of individuals. As a result, ICT usage is gaining momentum in world schooling systems. Cognisant of the benefits of ICTs in teaching and learning, South African schools have introduced ICTs in schools and teachers are compelled to adopt and integrate technology to improve their pedagogic activities. The purpose of this research was to explore South African teachers’ experience in using ICT in the schooling system. This study was underpinned by the Network Society theoretical framework that endorses the use of ICTs in teaching and learning environments. The research method used in the study followed a qualitative interpretative approach and data collection methods included a literature study, non-participant observation and semi-structured interviews with a purposefully selected sample of teachers and school principals and analysis of documents on ICTs in teaching and learning. Findings indicated that ICT integration in teaching and learning is endorsed by teachers and principals who understand the benefits of ICT in enabling better methodological strategies, greater collaboration among teachers, improved access to the required information and the ability to cater for learners with different potential and learning styles. However, a number of factors that hinder the successful ICT integration in urban schools were identified as inadequate ICT infrastructure, teachers’ lack of ICT skills and low level of ICT proficiency, inadequate training, negative attitudes and poor teacher confidence. Other factors included lack of ICT leadership, funds and technical support. These findings indicated poor implementation of policy and a lack of connection between theory and practice. It was concluded that all education stakeholders, including parents, should work together in securing an ICT infrastructure that will accommodate all learners. It was recommended that more regular workshops which focus on the development of ICT skills in accordance with the proficiency levels required to effect successful integration of ICTs by teachers, be conducted. Moreover, principals should attend training workshops to learn about their responsibilities as ICT leaders at school. Technological pedagogical and content knowledge (PACK) together with CRAR3FS2 principles could provide a crucial framework for training South African teachers to overcome their ICT skill challenges. The ultimate goal of this study is to analyse factors that both hinder and enable the integration of ICTs into teaching practice in South Africa and to contribute to the body of literature on ICT integration in South African urban schools. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)