Today South Africa, along with the rest of the world, is witnessing a virtual social revolution related to the use of cell phones by teenagers. Although current estimates suggest that the majority of teenagers in South Africa have cell phones, very little research has been done on how they socially interact with it or how these digital devices can be used to facilitate educational pursuits. A profile of a teenage learner in the physical, social, moral, cultural and psychological context utilising cell phone technology was developed to understand the way in which today‟s technologically advanced teenager grow up, learn, think, work, communicate and socialise. A profile like this can be of assistance to successfully introduce the cell phone as an educational tool to enhance and support the cognitive, affective and psychomotor skills of the learner. Technological resources are scarce in South Africa; therefore it is important for educators today to take advantage of all tools that are available to enhance the educational process. Although new technologies have the potential of transforming education it can not be guaranteed. An exploratory study, using the mixed method (qualitative and quantitative) was done. A questionnaire was administered to measure the teenager‟s activities in today‟s technologically rich environment mainly focusing on quantitative questions regarding the use of the cell phone. The open ended questions from the questionnaire were divided into the groups and analysed to form part of the qualitative data. A male and female focus group (aged between 13 and 17 years) were conducted to form part of the qualitative material. Predetermined qualitative questions, focussing mainly on the teenager‟s attitude and use towards cell phone use, were asked. The participants‟ responses led to innovative questions. A quantitative logbook was kept by a few teenagers to get an understanding of the time teenagers spend using a cell phone and the functions mostly used on the cell phone. The results indicate that no evidence could be found that the use of cell phones in a class room environment will detrimentally affect physical activities of teenage learners. Cell phones have become an integral part of the social lives of teenage learners and might in fact introduce an element of cognitive and affective skills as „fun‟ and „excitement‟ into the learning process. Although brand associations are extremely important to teenage learners it appears that the mere fact of owning a cell phone already satisfies this requirement for social acceptance. Teenage learners with reference to the moral concept have displayed the ability to distinguish between what is right and wrong with regards to the use of cell phones. Teenage learners were largely in favour of using cell phones in a classroom but were somewhat divided on some practicalities. Owning a cell phone satisfies the perceived requirement for peer acceptance in a multi-cultural and technologically well informed society even though the cell phone might not be the most modern model. With reference to the psychological concept teenage learners have acknowledged their own vulnerability and need for guidance, whilst at the same time emphasising the need to form their own opinion and identity through continued exploration and investigation of the world around them This study has shown a definite possibility to the positive use of a cell phone as educational tool, but to successfully introduce the cell phone into a classroom as an educational tool, further research is necessary. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Curriculum Studies / unrestricted

Objective: This study evaluated the reliability of the digits-in-noise (DIN) test application across various low and high-end digital devices utilizing different transducers and sound file types. Design: The study utilized a cross-sectional within-subject design. Methods: The study consisted of two objectives. In the first objective, 40 normal hearing participants aged between 18 to 24 years (mean: 20; SD= 1.9) were recruited. Speech Reception Thresholds (SRTs) across Android smartphones (one low-end and one high-end smartphone), as well as an Android tablet coupled with different transducers (headphones and earphones) were compared. For the second objective, participants comprised of 12 normal-hearing females aged between 23 to 24 years (mean: 23, SD= 0.5). SRTs were compared across three different sound file types (OGG file, AAC file and MP3 file). Results: There was no significant difference in the SRTs between electronic devices or transducers used (p< 0.05). Furthermore, between the different sound files used, the difference was also not significant (p< 0.05). Conclusions: The DIN test is reliable when conducted across different electronic devices, regardless of the transducer or sound file type used. Therefore, the DIN test is clinically valid when downloaded and performed on Android devices despite the cost of the device thus offering greater usability in a variety of audiological contexts. / Dissertation (MA)--University of Pretoria, 2019. / Speech-Language Pathology and Audiology / MA / Unrestricted

The aim of this study is to find out how various tools, digital as well as analogue, affect pupils spelling. Through a systematic literature study, this paper contributes with a research overview of what existing research shows for this subject. The results show, even though all research is not united, that pupils spelling is positively affected when the student is allowed to use their body and write by hand with the pencil. The digital tools can also contribute to the pupil's spelling developing despite the concerns over the word processing programs that exist. For students with learning disabilities, and who for various reasons have problems with the pen grip or to form letters, the digital tools can open up to a more equal school where all pupils can be equally active. The conclusion in this study shows that the choice of writing tools for the student needs to be individual as all students do not master the pen. The results in this study however points to, for pupil´s spelling, that the pen as a writing tool can be better than the digital tools.

Detta kandidatarbete handlar om hur skolan arbetar med digitaliseringen och hur de använder de digitala verktyg som finns. Det kommer handla om de övergångar digitaliseringen innebär för skolan och vad som kan vara hinder för skolan att digitaliseras. Kandidatarbetet kommer också ta upp vikten av vuxnas närvaro för de barnen som använder internet och blivit upprörda/besvärade av något som det sätt på internet. Den gestaltande delen av kandidatarbetet kommer att handla om barn som ännu inte börjat skolan. Barnen kommer att hjälpa till för att skapa sig en egen design på en applikation som de sedan skulle vilja använda. Barns vetskap om hur tekniken används är begränsad på ett positivt sätt som gör att de kan öppna upp för nya sätt att se tekniken. Barnen är villiga att använda tekniken och det spelar ingen roll om det skulle vara på ett papper eller digitalt. De gillar allra bäst närheten till vuxna när de får interagera med det som är framför dem. / This Bachelor Thesis is about how the school works with digitalization and how they use the digital tools that are available. It is about the transitions that digitalization faces that could prevent the school from becoming more digitized. The work will also address the importance of adult’s presence for the children's use of the internet and support them if they had a bad experienced on the internet. The output of the Bachelor Thesis will be about children who have not yet started school. The children will help to create their own design on an application that they would like to play with. Children's knowledge of how technology is used is limited in a positive way, that enables them to open up new ways to see the technology. Children are willing to use the technology and it doesn't matter if it is paper or digital. They enjoy the company of grownups when they interact with what's in front of them.

The aim of this study was to obtain a deeper understanding how social workers, who practice public authority in social services, perceive that social services are affected when it takes place in an increasingly digital arena. The chosen method of this study was semistructured interviews held with six social workers from two different municipalities. The gathered material was analyzed using the theory discretion and professional approach. The result showed that digitalization has affected social work. It also entails both benefits and challenges regarding relationships between professionals and clients as well as quality in work. The respondents did see obstacles with the digitalization, the mentioned problems did often concern the challenges of creating relationships and uncertainty with usage of the digital devices related to the legal aspects. Our conclusion was that social workers, by using their discretion and a professional approach, can take advantage of the benefits that digital devices entails to improve the quality of social work. This requires social workers to make assessments based on awareness of the obstacles regarding digital devices in relation to clients’ different conditions.

The purpose of this study is to examine whether the relationship between social science teachers and their students are affected by the presence and usage of computers and smartphones in the classroom. Since there are no studies examining this aspect of education prior to this one, the aim is to identify potential aspects that could be interesting for further studies to be able to conclude if the relationship is affected by the digital devices. Five upper secondary school teachers in social science have been interviewed for the purpose. The interviews concluded that the digital devices have a greater tendency to distract students, leading to possible conflicts between teachers and students. Furthermore, the teachers pointed out possible complications due to the way students now gather information, for example questioning of authority. The effective information gathering could on the other hand also lead to better classroom discussions which affected the relationship in a positive manner. Additionally, the interviewed teachers informed about students having an increased sense of infringement which was acknowledged during discussions about social topics, teachers feeling an increased sense of exposure due to the possibility of being taped or filmed by the digital devices, as well as the impossibility of maintaining or creating a relationship with students through the screen during the period of distance learning. Since the prerequisites for this study are not enough for generating an overall ensuring conclusion, the result should only be used as inspiration for further studies on the subject.

In this study, the influence of a 1:1 digital device on South African preparatory school teachers’ perceptions regarding their classroom practices is described. The focus is on the Chromebook as an ‘artifact’ of learning. Digital technology is becoming prevalent in all education spheres and, subsequently, interest in this topic is growing. In order to create an environment where optimal learning takes place, teachers and pupils should adapt their learning and teaching methods to embrace the effects of technology. Teachers are at the forefront of education and education trends involving digital devices are becoming a reality across all grades. Qualitative research was conducted to gain insight into eight teachers’ perceptions on using a 1:1 digital device (the Chromebook) for teaching and learning in a private Gauteng school. The major findings were that teachers had to adapt their preparation, facilitation and assessment strategies to accommodate the use of the Chromebook in the classroom. This was mostly done successfully by the participants. The teachers realised that the Chromebook is a useful learning and teaching artifact or learning and teaching support material as a tool in the classroom. It enhances multimodal learning, encourages the inclusion of multiliteracies, and creates a third space of learning, where teachers and pupils cooperate in constructing new knowledge. A concern addressed by the teachers was that digital learning would have a negative impact on writing skills. They also stated that there should be a balance between technology and traditional teaching methods. The most important recommendations are that teachers should change their attitude and their preparation and implementation of lessons when using the digital device in the classroom. Teachers should realise that pupils whose parents have the financial means and who have access to trending technology, today’s digital natives, have instant access to information and this has changed the way learning takes place. Although new to some teachers, the use of digital devices is second nature for many pupils of the 21st century. Teachers should embrace opportunities for professional development so that the digital device can be effectively incorporated in the learning process in the classroom. / Dissertation (MEd)--University of Pretoria 2020. / pt2021 / Humanities Education / MEd / Unrestricted

Indiana University-Purdue University Indianapolis (IUPUI) / Recent ULSI (ultra large scale integration) technology emphasizes small size devices, featuring low power and high switching speed. Moore's law has been followed successfully in scaling down the silicon device in order to enhance the level of integration with high performances until conventional devices failed to cop up with further scaling due to limitations with ballistic effects, and challenges with accommodating dopant fluctuation, mobility degradation, among other device parameters. Recently, Graphene based devices o ered alternative approach, featuring small size and high performances. This includes high carrier mobility, high carrier density, high robustness, and high thermal conductivity. These unique characteristics made the Graphene devices attractive for high speed electronic architectures. In this research, Graphene devices were integrated into applications with analog, digital, and mixed signals based systems. Graphene devices were briefly explored in electronics applications since its first model developed by the University of Illinois, Champaign in 2013. This study emphasizes the validation of the model in various applications with analog, digital, and mixed signals. At the analog level, the model was used for voltage and power amplifiers; classes A, B, and AB. At the digital level, the device model was validated within the universal gates, adders, multipliers, subtractors, multiplexers, demultiplexers, encoders, and comparators. The study was also extended to include Graphene devices for serializers, the digital systems incorporated into the data structure storage. At the mixed signal level, the device model was validated for the DACs/ADCs. In all components, the features of the new devices were emphasized as compared with the existing silicon technology. The system functionality and dynamic performances were also elaborated. The study also covered the linearity characteristics of the devices within full input range operation. GNRFETs with a minimum channel length of 10nm and an input voltage 0.7V were considered in the study. An electronic design platform ADS (Advanced Design Systems) was used in the simulations. The power amplifiers showed noise figure as low as 0.064dbs for class A, and 0.32 dbs for class B, and 0.69 dbs for class AB power amplifiers. The design was stable and as high as 5.12 for class A, 1.02 for class B, and 1.014 for class AB. The stability factor was estimated at 2GHz operation. The harmonics were as low as -100 dbs for class A, -60 dbs for class B, and -50dbs for class AB, all simulated at 1GHz. The device was incorporated into ADC system, and as low as 24.5 micro Watt power consumption and 40 nsec rise time were observed. Likewise, the DAC showed low power consumption as of 4.51 micro Watt. The serializer showed as minimum power consumption of the order of 0.4mW. These results showed that these nanoscale devices have potential future for high-speed communication systems, medical devices, computer architecture and dynamic Nano electromechanical (NEMS) which provides ultra-level of integration, incorporating embedded and IoT devices supporting this technology. Results of analog and digital components showed superiority over other silicon transistor technologies in their ultra-low power consumption and high switching speed.

Recent ULSI (ultra large scale integration) technology emphasizes small size devices, featuring low power and high switching speed. Moore's law has been followed<br>successfully in scaling down the silicon device in order to enhance the level of integration with high performances until conventional devices failed to cop up with further scaling due to limitations with ballistic effects, and challenges with accommodating dopant fluctuation, mobility degradation, among other device parameters. Recently, Graphene based devices offered alternative approach, featuring small size<br>and high performances. This includes high carrier mobility, high carrier density, high robustness, and high thermal conductivity. These unique characteristics made the<br>Graphene devices attractive for high speed electronic architectures. In this research, Graphene devices were integrated into applications with analog, digital, and mixed<br>signals based systems.<br>Graphene devices were briefly explored in electronics applications since its first model developed by the University of Illinois, Champaign in 2013. This study emphasizes the validation of the model in various applications with analog, digital, and mixed signals. At the analog level, the model was used for voltage and power amplifiers; classes A, B, and AB. At the digital level, the device model was validated within the universal gates, adders, multipliers, subtractors, multiplexers, demultiplexers, encoders, and comparators. The study was also extended to include Graphene devices<br><div>for serializers, the digital systems incorporated into the data structure storage. At the mixed signal level, the device model was validated for the DACs/ADCs. In all components, the features of the new devices were emphasized as compared with the existing silicon technology. The system functionality and dynamic performances were also elaborated. The study also covered the linearity characteristics of the devices within full input range operation.</div><div>GNRFETs with a minimum channel length of 10nm and an input voltage 0.7V were considered in the study. An electronic design platform ADS (Advanced Design<br>Systems) was used in the simulations. The power amplifiers showed noise figure as low as 0.064dbs for class A, and 0.32 dbs for class B, and 0.69 dbs for class AB power<br>amplifiers. The design was stable and as high as 5.12 for class A, 1.02 for class B, and 1.014 for class AB. The stability factor was estimated at 2GHz operation. The harmonics were as low as -100 dbs for class A, -60 dbs for class B, and -50dbs for class AB, all simulated at 1GHz. The device was incorporated into ADC system, and as<br>low as 24.5 micro Watt power consumption and 40 nsec rise time were observed. Likewise, the DAC showed low power consumption as of 4.51 micro Watt. The serializer showed as minimum power consumption of the order of 0.4mW. <br></div><div>These results showed that these nanoscale devices have potential future for high-speed communication systems, medical devices, computer architecture and dynamic<br>Nano electromechanical (NEMS) which provides ultra-level of integration, incorporating embedded and IoT devices supporting this technology. Results of analog and<br>digital components showed superiority over other silicon transistor technologies in their ultra-low power consumption and high switching speed.<br></div><div><br></div>

Made available in DSpace on 2016-04-26T18:12:56Z (GMT). No. of bitstreams: 1 Beatriz de Almeida Pacheco.pdf: 5804317 bytes, checksum: 1c55c0fe5bb047261312a4e986f7cbde (MD5) Previous issue date: 2013-05-13 / This research discusses the issue of the experiences offered by digital devices from its interfaces and interactions in the context of ICTs, and aims to answer the following question: is it possible to create a set of heuristics based on externalist theories of philosophy of mind (Embodiment and Enaction) that contributes to the Interaction Design area development. As a hypothesis, I work toward a positive answer to the presented question, whereas from these interactions each person sets a differentiated cognitive and learning relationship, which makes his cognitive channels more complex. With the daily unique products launch and complex behavior, due to the technology advancement, people have to deal with new codes, which need some kind of learning. Considering a world increasingly represented by images, the visibility provided by machines becomes extremely important to construct reality, especially in Western cities and developed regions. This is replaced by a value of reality, since it is less susceptible to the subjectivity of the human eye. It points to the important connections between the individual experiences and their links to his repertoire acquired throughout life as a key to the process of knowledge construction. Finally it indicates that digital devices, while providing multichannel and multisensory interaction ends up favoring the establishment of such relations. Thus, part of the concept of experience (Varela and Maturana -­&#8208; the new look at our bodies able to see both physical structures and lived experiential structures) transits through its unique characteristics of, individuality and cognitive plurality. Secondly discusses the interaction between men and computers from their development paradigms: presents the area development in the facer of its history and introduces the art state of the projected area, instinctively or intentionally, experiences create knowledge. It deals, afterwards, with the communication and the communicative processes mediated by digital devices, discusses the design of their interfaces and the interactive possibilities in the light of the Interaction Design (Preece et al), Human Machine Interaction (Benyon) and Design of Experiment (Shedroff) -­&#8208; which increasingly consider the user as the center of the design process and the construction. Finally discusses the Experience as a contemporary form of learning that moves between the singular universal knowledge and the experimentation / A presente pesquisa discute a questão das experiências proporcionadas pelos dispositivos digitais a partir de suas interfaces e interações, no âmbito das TICs, e visa responder à seguinte questão: é possível criar um conjunto de heurísticas baseado nas teorias externalistas da filosofia da mente (Mente Incorporada e Enação) que contribua para o desenvolvimento da área de Design de Interação. Como hipótese, trabalho na direção de uma resposta positiva à pergunta apresentada, pois cada indivíduo estabelece, a partir de tais interações, uma relação cognitiva e de aprendizado diferenciada, que torna complexos seus canais cognitivos. Com o lançamento diário de produtos originais e de comportamento complexo, fruto do avanço da tecnologia, as pessoas tem que lidar com novos códigos, o que torna necessário algum tipo de aprendizado. Considerando um mundo cada vez mais representado por imagens, a visibilidade propiciada pelas máquinas adquire extrema importância na construção do real, sobretudo nas metrópoles ocidentais e regiões desenvolvidas. Esta passa a ter um valor de realidade, pois está menos sujeita à subjetividade do olhar humano. Aponta para a importância da ligação entre as experiências vividas pelo indivíduo e as ligações dessas com o repertório por ele adquirido ao longo da vida como elemento fundamental para o processo de construção do conhecimento. Finalmente indica que dispositivos digitais, ao propiciarem interações multicanais e multissensoriais acabam por favorecer o estabelecimento de tais relações. Dessa forma, parte do conceito de experiência (Varela e Maturana novo olhar sobre nossos corpos capaz de vê-­&#8208;los tanto como estruturas físicas quanto como estruturas experienciais vividas) a partir de um levantamento histórico e transita por suas características de singularidade, individualidade e pluralidade cognitiva. Num segundo momento discute a Interação entre homens e computadores a partir de seus paradigmas de desenvolvimento: apresenta o desenvolvimento da área a partir de sua história e apresenta o estado da arte da área que projeta, instintiva ou intencionalmente, as experiências geradoras de conhecimento. Trata, posteriormente, da comunicação e processos comunicativos mediados por dispositivos digitais, discute o projeto de suas interfaces e possibilidades interativas à luz do Design de Interação (Preece et al), da Interação Humano Máquina (Benyon) e do Design de Experiência (Shedroff) que cada vez mais consideram o usuário como centro do processo de design e construção. Por fim discute a Experiência como forma contemporânea de aprendizado que transita entre o conhecimento universal e a experimentação singular.