The purpose of this study was to evaluate a programme aimed at equipping adult mine workers in the North-West Province in computer-based skills. The study describes how the use of computers for learning has transformed some of the mine workers in an Own-Time learning environment, where computers were integrated in their learning activities, compared to the Full-Time adult learning environment, which did not present a similar opportunity. The perspective of using a combination of two teaching methodologies in the Adult Education and Training (AET) curriculum provided at this mine sought to minimise the conventional didactic instructional approaches, whereby the facilitator does most of the talking while learners become passive listeners. Activity theory (AT), in tandem with the reviewed literature, was well suited as a theoretical framework for this study, since it takes a developmental view of minds and technological interaction in context. The activity system was used to map how existing work-related practices fitted into each component, which includes the subject, object, rule, community and division of labour. A case study was applied as a guiding design in the study in which seventeen mine workers participated. The computer activity was illustrated from multiple perspectives, using a qualitative approach and associated epistemologies and beliefs regarding the engagement with mediational tools. Boundary crossings, the zone of proximal development, and the eight-step-model from activity theory were used to scrutinise the learners’ beliefs, attitudes, knowledge, practices and contradictions. These important aspects assisted in obtaining data through participant observation, interviews and field notes. To discover patterns, concepts, themes and meanings from the notes and transcripts, data analysis was blended with these aspects. This study demonstrated the use of the above-mentioned methods at appropriate times. Without ideal and effective research methods, the quality of evidence of this study would have suffered and elucidations of connections would have been inadequate. The findings revealed that the AET programme made an impact on the company and on the individual participants, in their homes, their place of work, and their communities. Change in the workers’ performance after attending AET computer-based programmes was noticeable especially regarding their literate and numerate knowledge and skills. Contradictions and disturbances in the AET programme were also identified, and an intervention was proposed to facilitate a computer programme that includes the curriculum components such as mouse skills, keyboarding, data manipulation and desktop publishing. The study proposes that the AET policy needs to cover Own-Time learners, even though their learning is not obligatory, in the same way as it covers the Full-Time learners. A modified activity theory, contextualised for a situation such as that in the mine in question, was contributed in the study. Furthermore, some limitations and recommendations for future research were identified from the findings. The proposed AT for adult learners suggests a new way of exploring the practices of mind and technology interaction for adult learners, incorporating cultural backgrounds, age, language, values and beliefs as well as reflective decision making. / Science and Technology Education / D. Ed. (Comparative Education)

The thesis deals with the importance of modern information communication technologies (ICT) in the lives of active seniors. The theoretical part of the thesis deals with biological, psychological and social topics of aging as the basic demarcation of the present conception of the old age issue. It follows up the information and computer literacy, the methods and forms of the education of seniors considering the acquisition of knowledge and skills within using modern means of communication. In the practical part of the thesis the quantitative research has been interpreted, the goal of which was to find out the importance of ICT for active seniors, the frequency and the rate of using means of technology. At the end of the thesis there are the results of the research discussed how they influence the quality of life of active seniors and as possible forms of communication for informing seniors about cultural events and their acquisition in social life.

O campo educacional, assim como várias outras esferas da sociedade, passa por mudanças influenciadas por ferramentas tecnológicas digitais de informação e comunicação (TDIC) à disposição da geração digital (TAPSCOTT, 2010). A literatura infantil e juvenil também encontrou nas tecnologias digitais campo para o texto literário. Partindo dessas afirmações, este trabalho tem como objetivo observar a navegabilidade e analisar a recepção de estudantes do sétimo ano do ensino fundamental de uma escola pública de Curitiba-PR, pelos ciberpoemas da página Ciberpoesia, de Sérgio Capparelli e Ana Cláudia Gruszynski. O trabalho justifica-se, portanto, pela finalidade de constituir material analítico acerca da navegação e recepção de ciberpoemas, além da criação de aporte teórico que corrobore com outras pesquisas relacionadas à estética de poemas digitais. Para desenvolver este trabalho investigativo, utilizou-se da pesquisa participante de cunho qualitativo em que crianças integraram uma Oficina de Leitura na sala informatizada da escola, onde estão regularmente matriculadas. As análises apresentadas nesta pesquisa estão fundamentadas à luz de um aporte teórico relativo ao hipertexto (NOJOSA, 2012), leitura e ao meio digital (HAYLES, 2009; SANTAELLA, 2013), debatidos no primeiro capítulo. O segundo capítulo apresenta a plataforma Capparelli.com.br e versa sobre as questões relacionadas à cibercultura e a formação do leitor (LEMOS, 2013; LEVY, 2000). O último capítulo reserva-se à apresentação da metodologia que segue os pressupostos da pesquisa participante (DEMO, 1982), a navegação (SANTAELLA, 2004) e recepção dos sujeitos da pesquisa por ciberpoemas (JAUSS, 2002). Chega-se às considerações finais com a compreensão de que a ciberpoesia forma um gênero literário digital intersemiótico e que, apesar de ser constituinte da influência cultural das tecnologias digitais, ainda carece de diferentes suportes técnicos, tecnológicos e de mediação pedagógica para integrar as práticas escolares. / The educational field, as well as several other spheres of society, go through changes influenced by digital tools of information and communication technology (ICT) available to the digital generation (TAPSCOTT, 2010). Children's and youth literature also found in digital technologies field for the literary text. Based on these statements, this paper aims to observe the navigability and analyze the appreciation of seventh-year students of elementary school in a public school by their cyberpoems in Ciberpoesia´s webpage by Sérgio Capparelli and Ana Cláudia Gruszynski. This academic work is therefore justified by the purpose of constituting analytical material regarding the navigation and reception of cyberpoems, as well as the creation of a theoretical contribution that corroborates with other researches related to the aesthetics of digital poems. To develop this investigative research, it was used the qualitative participant research in which children integrated a Reading Workshop in a computerized room of the school, where they are regularly enrolled. The analysis presented in this research are based on a theoretical contribution related to hypertext (NOJOSA, 2012), reading and the digital media (HAYLES, 2009; SANTAELLA, 2013), discussed in the first chapter. The second chapter presents Capparelli.com.br platform and deals with the issues related to cyber culture and the reader’s formation (LEMOS, 2013; LEVY, 2000). The last chapter reserves to the presentation of the methodology that follows the assumptions of the participant research (DEMO, 1982), the navigation (SANTAELLA, 2004) and subject’s appreciation by cyberpoems research (JAUSS, 2002). It comes to the final considerations with the understanding that cyberspace forms an intersemiotic digital literary gender and that, although constituting the digital technologies cultural influence, still lacks from different technical and technological supports, and pedagogical mediation to integrate school practices.

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A large number of students are struggling with Information System and other computer related subjects. This has a negative impact on students’ academic performance at large. In fact, a number of students from various institutions of higher learning are facing serious Information System challenges. Information System student on NATED curriculum at Majuba TVET College are facing serious challenges on their studies. This has been indicated by their performance on Information System. This article intends to draw an attention of education stakeholders, College management and lecturers to this matter. A number of reasons leading to students poor performance in this field has been mentioned. Various studies have been conducted but yet the lack of Information System skills still persists. The main question that guided this study was: What are the stakeholders’ perceptions of the challenges encountered Information System students? In order to explore and to get some findings for this case qualitative study, semi-structured interviews with relevant stakeholders were conducted. Sample of lecturers, student’s focus groups and college management members was conducted. Data collected from various participants were transcribed verbatim. A combination of literature and data collected produced some findings on the matter. In an attempt to answer the main question, recommendations were made. / Educational Leadership and Management / M. Ed. (Education Management)

To develop leaders for the 21st century, schools must be able to prepare students to meet the high academic, technical and workforce challenges. Charter schools are increasingly attempting to meet these challenges by educating students through innovative means and by creating effectual educational programs that are more conducive to the needs of the student. This document provides a computer literacy curriculum, which will facilitate student learning of computer literacy skills.

The aim of this study was to investigate and describe the perceived digital literacy competencies of Unisa Open Distance Learning students in the Eastern Cape province of South Africa. The association between the socio-demographic variables of the students and their perceived digital literacy competencies was statistically tested. The study examined whether there is a statistically significant relationship between the independent variables: attitudes towards digital technology for academic purposes, usage of the Learner Management System and attendance at regional digital literacy workshops, and the dependent variable, perceived digital literacy competencies. A quantitative, non-experimental, cross-sectional survey design was adopted using a census sampling method. The study concluded that the majority of students have high self-perceived digital literacy competencies. Statistically significant positive relationships were found between attitude towards digital technology for educational purposes, usage of the Learner Management System and attendance at regional digital literacy workshops and perceived digital literacy competencies. / Educational Management and Leadership / M. Ed. (Education Management)

Despite attempts by the South African government in partnership with private sector to equip schools with computers, research has shown that technology integration into teaching and learning is very low. Literature revealed that professional development or capacitation of teachers as the key element in enabling them to utilise technology and integrate it in their teaching practices. The main aim of this study was to design and develop Information Communication and Technology (ICT) instructional tools which were to be used to train teachers in primary schools on how to integrate ICT into teaching and learning. Design research and Instructional design theories were employed in guiding this study. The study used the ADDIE model of Instructional design as a guiding principle in the design and development of the tools. The study is located in the positivist paradigm of exploring reality and the methodology employed in this study was quantitative in nature. The participants were 28 teachers from three primary schools. The sample was purposely selected since the schools were awarded computers after taking part in a water management project. The quantitative data to determine the participants‟ prior knowledge, effectiveness of the solution and the teachers‟ satisfaction with the designed solution were collected by means of two questionnaires administered in two phases: pre- and post- workshop. The results of this study revealed that capacitation of teachers have to lay the foundation for ICT integration into teaching and learning. Giving computers to schools can lead to successful integration once the teachers feel competent to use them. Furthermore, it is crucial that other intervention strategies be explored, to empower teachers. It is recommended that this study be transferred to other similar situations. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)