South African schools appear to be far from attaining the strategic objectives of the White Paper 7 on e-Education of 2004. The use of ICT for instruction and learning in schools is hampered by contextual factors in South Africa. One factor hampering the use of ICT in South African schools is the availability of ICT resources. Despite a high degree of access to ICT at home, most schools do not have the relevant ICT resources that teachers can use for instruction and learning. The SITES 2006 technical coordinators dataset was used to determine the statistical significant difference of the joint frequencies of the number of years that schools have been using ICT for instruction and learning as well as the availability of ICT resources. An integrated qualitative-quantitative design was used to transform the dataset for the calculation of a two-way Chi-square. A two-way Chi-square was calculated for the joint frequencies as well as for the odds ratio to determine the effect size of the frequencies. Activity Theory was used as a “theoretical framework for the analysis and understanding of human interaction through the use of tools and artefacts” (Hashim & Jones, 2007). The extent of the use of ICT resources (tools) by teachers (subject) in instructing learners (object) determines the degree of success in education (outcome). Easy availability of ICT resources for use in instruction and learning should yield a positive, meaningful achievement in education. / Dissertation (MEd)--University of Pretoria, 2014. / lk2014 / Science, Mathematics and Technology Education / MEd / Unrestricted

The study sought to explore technology challenges faced by some rural women in Intsika-Yethu and Emalahleni local municipalities, under the Chris Hani District Municipality, in the Eastern Cape Province of South Africa. Available literature reveals that some rural women in South Africa and other developing parts of the world face technology challenges. The study is qualitative and focuses on two municipalities. Thirty-two women participated in the study. Data were collected through in-depth interviews and focus group interviews. Data were presented, analysed and discussed according to the themes derived from the sub-research questions. It emerged from the study that while most women in both municipalities were aware of ICT, they are however facing ICT access challenges in most areas of the municipalities. The findings do not depict the South African government national ICT policy goals which realises the importance of technology in the integration of services for the development of rural areas. Designing intervention programs for secondary school girls and some rural women, as well as monitoring and evaluating ICT programs in rural areas are recommended. / Communication Science / MA ( Communication)

The study sought to explore technology challenges faced by some rural women in Intsika-Yethu and Emalahleni local municipalities, under the Chris Hani District Municipality, in the Eastern Cape Province of South Africa. Available literature reveals that some rural women in South Africa and other developing parts of the world face technology challenges. The study is qualitative and focuses on two municipalities. Thirty-two women participated in the study. Data were collected through in-depth interviews and focus group interviews. Data were presented, analysed and discussed according to the themes derived from the sub-research questions. It emerged from the study that while most women in both municipalities were aware of ICT, they are however facing ICT access challenges in most areas of the municipalities. The findings do not depict the South African government national ICT policy goals which realises the importance of technology in the integration of services for the development of rural areas. Designing intervention programs for secondary school girls and some rural women, as well as monitoring and evaluating ICT programs in rural areas are recommended. / Communication Science / MA ( Communication)