The current increasingly changing world shows the influence and effects of technology in all aspects of learning. In developed Western countries, the Higher Education institutions believe that these developments offer valuable opportunities for improved learning as a result of technological advancements and innovations in the learning environment. This has in turn placed the responsibility on developing countries, in order to strive better competitively in international markets, even under tremendous pressure, to similarly embed suitable blends of technologies within their own learning and curriculum approaches, and consequently enhance and improve new learning opportunities. The positive increasing growth in access to and use of technology has caused more approaches to be developed in e-learning and is manifested in different forms. This has supplemented or replaced the traditional methods in learning, enabling engagement of learners with their learning through various web technologies alongside face-to-face delivery, and sometimes completely replacing direct face-to-face contact. However, the success of use of technology in learning depends, to a significant extent, on how the students actually use them for learning purposes. The purpose of this study isto examine the extent that technology is accepted, adopted and used to enhance learning and teaching in a distance education context.The study employed an extended version of the Technology Acceptance Model (TAM) in its investigation of the underlying factors that affect students’ use of technological systems in learning. It explored students’ perception and experiences of using technology for learning and teaching to guide theInstitute for Open Distance Learning (IODL) in Africa Nazarene University (ANU) to develop strategies for implementation of technology-enhanced learning.This study revealed that students’ attitudes and perceptions on the use of technology in learning and teaching were diverse and were both positive and negative. While positive attitudes and perceptions of users to adopt Technology in learning and teaching can simplify their understanding and use of the technology in learning and teaching, negative attitudes would instead complicate this making adoption difficult. A deeper focus on the factors that affect adoption and technology use in e-learning as well as their associations is a pre-cursor to a better knowledge and understanding of student acceptance of e-learning technological systems. / Curriculum and Instructional Studies / D. Ed. (Didactics)

In TVET colleges, the traditional face-to-face mode of knowledge delivery appears to be the norm. Knowledge is often shared in a teaching space during a particular period of time. Students and a lecturer need to be in a specified venue during an allocated time slot for the learning process to take place which includes obtaining knowledge from the lecturer, sharing views and storing knowledge in their minds. There is often no interaction with the lecturer beyond the classroom. As such, learners with learning difficulties have no alternative platform into which they can get support; which compromises the quality of education and students’ success rate. The use of e-learning permits students to finalise a course in their own time and at their own location. It also implies that students are at an advantage as they do not need to go to a particular learning institution, and they can proceed with the training at their own pace. This research investigated how e-learning may be used as an enabler of learning by overcoming barriers associated with face-to-face learning. This was achieved through the development of a proposed e-learning framework based on the existing literature. The proposed framework was then tested through a survey distributed among TVET stakeholders to offer an improved framework. Furthermore, the improved framework was used to develop an e-learning architecture and prototype which can help guide institutions who wish to adopt e-learning. / Information Technology / M. Tech. (Information Technology)

The study explored how a practitioner and a teacher accommodated children living with cerebral palsy in Grade R, also referred to as the reception year, at two special schools, especially how they adapted the environment and used assistive devices. Cerebral Palsy is the most common form of a neurological disorder that appears in infancy or early childhood, permanently affecting body movement and muscle coordination. Research has illuminated that early specialist intervention such as assistive devices, augmentative and alternative commutation methods and assistive technology can make the world of difference to the future of the child. My research afforded me the opportunity to observe the children in Grade R living with cerebral palsy, with the practitioner and the teacher in their natural setting at school level. I followed the deductive paradigm, and adopted a case study design. The use of assistive devices and argumentative and alternative communication has historically been the domain of occupational-, speech- and physiotherapists. With the introduction of inclusive education and the new screening, identification, assessment and support policy to be conducted in all Grade R classes at all schools in South Africa, my research will be beneficial to mainstream and full-service schools, as well as special schools. Young children living with cerebral palsy will be included in all these schools and will need support from expert teachers and practitioners, who are knowledgeable about their requirements for an adapted environment and the use of assistive devices and augmentative and alternative communication methods. The study found that the Grade R staff at the special schools were knowledgeable, but their knowledge was superficial, their classrooms lacked adapted toys, and assistive technology was non-existent. Teachers and practitioners need practical training on the importance of movement for children living with cerebral palsy and the training should emphasize that experiencing the world through assistive devices alleviates barriers to learning and development. / Inclusive Education / M. Ed. (Inclusive Education)

The combination of technology and inclusive education practices are two new phenomena in the education sector. As a teacher in the 21st century, one must be better equipped to cope with new challenges. The learning environment has changed, and weaker children or children with learning disabilities have become part of the system. More diversity in classrooms provides possibilities for unique relationships and equality. Technology can improve and transform teaching in a way that will benefit weaker children specifically. In this research study, I attempted to determine what kind of experiences primary school teachers in Namibia have about technology and inclusive education. This research study also examined the teachers’ perceptions when technology was used as a pedagogical tool in the classroom, the challenges when technology was used in the learning environment to develop inclusive education, and how these two phenomena complemented each other. This study therefore focused on teachers’ experiences, technology, and inclusive education. Semi-structured interviews were conducted to clarify the teachers’ experiences about technology and inclusive education. In addition, participant classroom observations were conducted to see and hear how teachers used technology to assist learners in an inclusive classroom as well as the challenges they faced when technology was used. The study built a case for technology as a developer of inclusive education in primary schools of Namibia. Results showed that technology significantly complemented inclusive education. / Inclusive Education / M. Ed. (Inclusive Education)