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The aim of this research was to make recommendations on how to facilitate a healthy sense of Computer Self-Efficacy (CSE) in teachers of a primary school in South Africa. A literature study was conducted to determine a theoretical framework for the study. Thereafter a mixed method design was used to conduct an empirical investigation. This was done by means of focus group interviews, questionnaires and an observational narrative. The most important finding was that the teachers who participated in the research were professional and enlightened about the value of technology. They agreed that although daunted by the idea of technology it is essential for them to become proficient in the use of computers. The researcher came to the conclusion that the main obstacle that stands between the participants and technological proficiency was a weak sense of CSE. Recommendations were made on how one could use extrinsic motivation to introduce new technology in such a way as to enhance self-efficacy and as result computer self-efficacy. / Curriculum and Instructional Studies / M. Ed. (Adult Education)

The world today is continuously influenced by ever-changing technological developments introducing new knowledge and applications into society’s culture, and social, political, and educational environments (Angeli & Valanides, 2009:154). Consequently, the educational environment as a branch of human knowledge needs to be redesigned in order to keep pace with current technological developments. Technological integration in education is inevitable and teachers are faced with the challenge of being competent ICT users. Internationally, there is growing consensus that the integration of ICT in education increases 21st-century learners’ skills (Blignaut, Hinostroza, Els & Brun 2010:89). Technology offers learners a better understanding of concepts with the use of visual interactions that enable them to store it in their long-term memories. For most teachers this is an obstacle, because the use of Information Communication Technology (ICT) was not included as part of their teacher training programmes (Tropakci, n.d.:1; Afshari, Bakar, Luan, Samah & Fooi, 2009:89). By obvious implication, 21st-century learners require teachers who are knowledgeable and possess technological skills so that they can facilitate technology-integrated lessons. This study investigated secondary-school teachers’ Information Communication Technology competencies in classroom practices within Bojanala District, North West Province, South Africa in order to suggest a strategy that could assist teachers in effectively integrating ICTs in teaching and learning. As a former Computer Application Technology (CAT) teacher, I was prompted to conduct this study by my involvement, experiences and observations of using ICT in teaching and learning. The picture of teachers’ ICT competencies in the Bojanala District where the fieldwork was conducted indicates that of the 134 secondary schools in the district only 25 have integrated ICTs into their teaching and learning. Furthermore, some secondary schools in the district have computer laboratories that are not being utilised. This indicates that the participating teachers were not competent ICT users, with no strategy that could be implemented to assist them in effectively integrating ICTs in their classroom practices. Despite the introduction of the South African policy on e-Education in the education system, little has been done in terms of its implementation. According to this policy, every learner in the General Education Training (GET) and Further Education Training bands (FET) should have been technologically savvy by 2013 (DoE, 2004:17). The research question guiding this study was: What are secondary school teachers’ ICT competency skills in classroom practices? The study was grounded in the interpretive epistemological paradigm. I employed a qualitative research method and the research design comprised collective or multiple case studies. Four secondary schools were selected on the basis of their proximity to my residence. Eight secondary-school teachers were invited to participate in this study. These teachers were purposively sampled on the basis of their expertise in the use of ICTs in teaching and learning. The data collection strategies were semi-structured interviews, non-participant observation and document analysis. Data analysis was done according to the four key steps of the data analysis process suggested by Anderson (209:156,157), while the procedure of analysing data which was adapted from Creswell (2007:214). Ethical consideration was maintained by not disclosing participants’ personal information. To ensure trustworthiness in this study, four issues were established, namely credibility, transferability, dependability and transferability. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The aim of this research was to make recommendations on how to facilitate a healthy sense of Computer Self-Efficacy (CSE) in teachers of a primary school in South Africa. A literature study was conducted to determine a theoretical framework for the study. Thereafter a mixed method design was used to conduct an empirical investigation. This was done by means of focus group interviews, questionnaires and an observational narrative. The most important finding was that the teachers who participated in the research were professional and enlightened about the value of technology. They agreed that although daunted by the idea of technology it is essential for them to become proficient in the use of computers. The researcher came to the conclusion that the main obstacle that stands between the participants and technological proficiency was a weak sense of CSE. Recommendations were made on how one could use extrinsic motivation to introduce new technology in such a way as to enhance self-efficacy and as result computer self-efficacy. / Curriculum and Instructional Studies / M. Ed. (Adult Education)

Depuis la loi du 11 février 2005 pour « l’égalité des droits et des chances, la participation et la citoyenneté des personnes handicapées », l’École s’est engagée sur la voie de l’inclusion des élèves en situation de handicap. Pour répondre à la nécessité de rendre accessibles les apprentissages à ces élèves, l'Education Nationale finance notamment du « matériel pédagogique adapté ». Plus spécifiquement, la possibilité offerte aux élèves dyslexiques de contourner ou de surmonter leurs difficultés en langage écrit grâce à l’utilisation d’aides technologiques ouvre de nouvelles perspectives d’apprentissage et d’enseignement mais suscite aussi bon nombre d’interrogations. Au coeur de notre thèse qui s’inscrit dans ce contexte, nous conduisons une étude sur l’efficacité des outils de compensation attribués aux élèves dyslexiques et dysorthographiques scolarisés dans le second degré, corrélée à leurs contextes d’usage et d’appropriation. Le recours à deux démarches, l’une expérimentale, comprenant des tests de lecture et d’écriture, et l’autre compréhensive, combinant les questionnaires et les entretiens semidirigées, permet d’aborder les phénomènes et les enjeux qui s’opèrent dans l’utilisation des outils informatiques par les adolescents dyslexiques dans le cadre de leur apprentissage de la lecture et de l’écriture en classe ordinaire. Par l’analyse et le croisement de l’ensemble des données recueillies, nous tentons de décrire les facteurs personnels et environnementaux qui sous-tendent la réalisation du projet de compensation et de mettre en lumière les obstacles et les facilitateurs à l’utilisation efficace des aides technologiques. L’approche de la complexité des processus et des interactions en jeu dans la mise en oeuvre du projet de compensation nous permet finalement d’exposer quels sont les leviers fondamentaux et indispensables à un usage efficient des outils informatiques en classe par les élèves dyslexiques-dysorthographiques mais aussi de proposer les axes dominants d’un contexte éducatif inclusif susceptible de soutenir leur usage. / Since the act of February 11, 2005 on equal rights and opportunities and the inclusion and citizenship of the disabled was passed, French schools have embarked on the path of the inclusion of pupils with disabilities. To respond to the need of making learning accessible to these pupils, the French Education system does finance some appropriate educational learning materials. More precisely, the opportunity for dyslexic pupils to avoid or overcome the difficulties with written language thanks to new technologies opens up new prospects for learning and teaching but also raises concerns.At the very core of this thesis lies the study I have carried out on the effectiveness of those compensatory tools given to dyslexic and dysorthographic pupils in secondary education depending on the way they use these tools and become familiar with them. Two different approaches have been used, one being experimental including reading and writing tests and the other one being comprehensive combining questionnaires and semi-structured interviews. Both have permitted to identify the phenomena and the issues related to those pupils’ use of computer tools when they learn how to read and write in a mainstream class. By analysing and crossing data, I have tried to describe the personal and environmental factors which lead to the successful completion of the compensatory project and to identify the barriers but also the facilitators leading to a more effective use of these technological tools.Examining the complexity of the processes and the interactions involved in a compensatory project not only helps to identify key leverage actions to enhance the effectiveness of the use of computer tools but also permits to define priority axes to create an inclusive learning environment that is most likely to support this usage.

Information and communication technology (ICT) is considered a vital enabler in the quest to reduce the disparities between the developed and developing world. Developments in mobile technology have dramatically changed the ICT landscape. Mobile cellular technologies have flourished and proliferated more rapidly than any previous technology hitherto and is thus considered, at this time, the most pervasive technology in the world. However, the introduction of mobile ICT in rural formal education is faced with many challenges and ways in which to maximise its usage is still being explored. This research explores mobile digital literacy skills required by a rural educator to successfully integrate mobile technology into the classroom. This exploration used the ICT for rural education development (ICT4RED) project as its case study and added dimensions to the project through the development of a framework for mobile digital literacy skills. ICT4RED was an appropriate case for the exploration as it met the following criteria: educators were using mobile technologies in the classroom, educators had been part of the Teacher Professional Development (TPD) course offered by the ICT4RED project and educators were based in a rural resource-constrained area in South Africa. Questionnaires were used to gain insight into which skills educators rated as most important, and least important, as based on their teaching experience using mobile technologies in the classroom. The work is grounded on an interpretivist research philosophy and followed an inductive reasoning approach. Additionally, the research employed a qualitative method of analysis with a single case study, comprising of two units, facilitating a perspective of the phenomenon. Framework development was enabled through a literature review which assisted in theorising the mobile digital literacy skills. An expert review, followed by a questionnaire driven survey for educators, was conducted. The qualitative analysis revealed that most of the mobile digital literacy skills from literature were important and should be employed. The majority of educators and experts felt that the skills could not be categorised as, due to the lack of resources, most are considered very important. The lack of stable internet connection/s were also considered a major (if not the major) hindrance to successful mobile integration in rural areas. The main research question answered by this study is: How can a framework for educators’ mobile digital literacy skills support educators using mobile technology in formal rural education? The findings of this research should be significant to developers of mobile technology training programmes, as well as educators trying to successfully integrate mobile technology into their classrooms. The framework will enable both trainers and educators to prioritise skills and channel resources into the acquisition of those skills which have been identified as important by this research work. / School of Computing / M. Sc. (Computing)

The world today is continuously influenced by ever-changing technological developments introducing new knowledge and applications into society’s culture, and social, political, and educational environments (Angeli & Valanides, 2009:154). Consequently, the educational environment as a branch of human knowledge needs to be redesigned in order to keep pace with current technological developments. Technological integration in education is inevitable and teachers are faced with the challenge of being competent ICT users. Internationally, there is growing consensus that the integration of ICT in education increases 21st-century learners’ skills (Blignaut, Hinostroza, Els & Brun 2010:89). Technology offers learners a better understanding of concepts with the use of visual interactions that enable them to store it in their long-term memories. For most teachers this is an obstacle, because the use of Information Communication Technology (ICT) was not included as part of their teacher training programmes (Tropakci, n.d.:1; Afshari, Bakar, Luan, Samah & Fooi, 2009:89). By obvious implication, 21st-century learners require teachers who are knowledgeable and possess technological skills so that they can facilitate technology-integrated lessons. This study investigated secondary-school teachers’ Information Communication Technology competencies in classroom practices within Bojanala District, North West Province, South Africa in order to suggest a strategy that could assist teachers in effectively integrating ICTs in teaching and learning. As a former Computer Application Technology (CAT) teacher, I was prompted to conduct this study by my involvement, experiences and observations of using ICT in teaching and learning. The picture of teachers’ ICT competencies in the Bojanala District where the fieldwork was conducted indicates that of the 134 secondary schools in the district only 25 have integrated ICTs into their teaching and learning. Furthermore, some secondary schools in the district have computer laboratories that are not being utilised. This indicates that the participating teachers were not competent ICT users, with no strategy that could be implemented to assist them in effectively integrating ICTs in their classroom practices. Despite the introduction of the South African policy on e-Education in the education system, little has been done in terms of its implementation. According to this policy, every learner in the General Education Training (GET) and Further Education Training bands (FET) should have been technologically savvy by 2013 (DoE, 2004:17). The research question guiding this study was: What are secondary school teachers’ ICT competency skills in classroom practices? The study was grounded in the interpretive epistemological paradigm. I employed a qualitative research method and the research design comprised collective or multiple case studies. Four secondary schools were selected on the basis of their proximity to my residence. Eight secondary-school teachers were invited to participate in this study. These teachers were purposively sampled on the basis of their expertise in the use of ICTs in teaching and learning. The data collection strategies were semi-structured interviews, non-participant observation and document analysis. Data analysis was done according to the four key steps of the data analysis process suggested by Anderson (209:156,157), while the procedure of analysing data which was adapted from Creswell (2007:214). Ethical consideration was maintained by not disclosing participants’ personal information. To ensure trustworthiness in this study, four issues were established, namely credibility, transferability, dependability and transferability. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

North-West University in South Africa is committed to expanding use of learning technologies for contact and distance education students by augmenting the existing NWU teaching and learning policy with an e-learning policy. The School of Continuing Teacher Education at North-West University is currently training about 24 000 in-service teacher students through Open Distance Learning. Only a few students submit assignments in typed format and seldom electronically. Students rarely use electronic technologies to augment their learning, and the SCTE employs few to support students. This does not comply with the South African Government’s policy on e-Education that demands information and communication technology mastery in teacher training. The aim of this research was integration of learning technologies in open distance learning at SCTE NWU through recommendations compiled in a sociologically transformative emergent implementation framework. The researcher followed a concurrent mixed-method sociologically transformative approach, focussing on the use of technology for social empowerment to cross the digital divide, through a theoretical lens of ICT for development. The lived experience in the natural setting of distance education students, lecturers, and involved stakeholders was used as initial data collection, informed by a continuous literature study of emergent learning technology use. Purposeful sampling was used during participant selection. The role of the researcher was that of participant observer, interviewer, and human instrument, from a position of methodological pragmatism as a method of inquiry. Using a design-based research approach, the thesis addresses the main research question through five research papers; each addressing one of the sub-questions as design-based research cycles, while collectively addressing the research problem to address the main research question. Nonstandardised measuring instruments were developed based on themes identified from literature and the analysis of qualitative data. Significant barriers to population-wide ICT adoption exist. Strong intentions of perseverance in attaining functional computer literacy are evident. Support and enablement are required to promote trust to attempt using computers, necessary to obtain self-confidence through accomplishment. In this way perseverance to attain functional computer literacy may be cultivated. The study presents a model for intention to use, confidence, trust and perseverance in attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional model for computer literacy learning emotions is presented. Perceptions during professional development produced a model for faculty development towards socially transformative learning technology integration for open distance learning. The researcher also presents a people-technology interaction in teaching and learning model in the fifth paper. A distinction is made between reactionary interventions and pre-emptive unobtrusive seamless support, based on requirements identified through bottom-up feedback listening to latent requests of participants. Technology-enhanced learning integration should be legitimised through visible commitment from the university as institution. Lecturer training, innovative planning of time issues, acquisition of appropriate infrastructure, buying in from the institution and IT support services, and support of teacher-students are all essential for evolvement towards an e-mature organisation for the delivery of ODL to vast numbers of newly industrialised context clients. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

North-West University in South Africa is committed to expanding use of learning technologies for contact and distance education students by augmenting the existing NWU teaching and learning policy with an e-learning policy. The School of Continuing Teacher Education at North-West University is currently training about 24 000 in-service teacher students through Open Distance Learning. Only a few students submit assignments in typed format and seldom electronically. Students rarely use electronic technologies to augment their learning, and the SCTE employs few to support students. This does not comply with the South African Government’s policy on e-Education that demands information and communication technology mastery in teacher training. The aim of this research was integration of learning technologies in open distance learning at SCTE NWU through recommendations compiled in a sociologically transformative emergent implementation framework. The researcher followed a concurrent mixed-method sociologically transformative approach, focussing on the use of technology for social empowerment to cross the digital divide, through a theoretical lens of ICT for development. The lived experience in the natural setting of distance education students, lecturers, and involved stakeholders was used as initial data collection, informed by a continuous literature study of emergent learning technology use. Purposeful sampling was used during participant selection. The role of the researcher was that of participant observer, interviewer, and human instrument, from a position of methodological pragmatism as a method of inquiry. Using a design-based research approach, the thesis addresses the main research question through five research papers; each addressing one of the sub-questions as design-based research cycles, while collectively addressing the research problem to address the main research question. Nonstandardised measuring instruments were developed based on themes identified from literature and the analysis of qualitative data. Significant barriers to population-wide ICT adoption exist. Strong intentions of perseverance in attaining functional computer literacy are evident. Support and enablement are required to promote trust to attempt using computers, necessary to obtain self-confidence through accomplishment. In this way perseverance to attain functional computer literacy may be cultivated. The study presents a model for intention to use, confidence, trust and perseverance in attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional model for computer literacy learning emotions is presented. Perceptions during professional development produced a model for faculty development towards socially transformative learning technology integration for open distance learning. The researcher also presents a people-technology interaction in teaching and learning model in the fifth paper. A distinction is made between reactionary interventions and pre-emptive unobtrusive seamless support, based on requirements identified through bottom-up feedback listening to latent requests of participants. Technology-enhanced learning integration should be legitimised through visible commitment from the university as institution. Lecturer training, innovative planning of time issues, acquisition of appropriate infrastructure, buying in from the institution and IT support services, and support of teacher-students are all essential for evolvement towards an e-mature organisation for the delivery of ODL to vast numbers of newly industrialised context clients. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

Thesis (MPhil (Information Science))--University of Stellenbosch, 2006. / ENGLISH ABSTRACT: We are in the era where Information and Communication Technologies (ICTs) are increasingly becoming as common as desks and chalkboard in our classrooms. Government, students, parents and the community at large are now expecting ICTs to be integrated in the school curriculum and to be used as tools of instruction.