Studies (Alavi, 2000, Conole, 2004, Birch & Burnett, 2009,) reveal that technology has been capable of enhancing teaching and learning in various contexts. It is within such a context that this study investigated the utility of Learning Management System (LMS) in postgraduate teaching and learning at the Faculty of Education in the South African university. My focus was the experiences of both academic staff and postgraduate students in relation to the learning opportunities and challenges accompanying LMS as used as a teaching and learning platform. This study employed a mixed methods approach (a combination of quantitative and qualitative approaches), which was implemented in two phases, following a sequential order (Tashakkori & Teddlie, 2003). In phase one, a quantitative approach was employed. This approach engaged students in completing a questionnaire that comprised of close and open-ended questions. Furthermore, simple random sampling was applied to select the respondents for data production in this phase. In the second phase a qualitative approach, concerned itself with the production of in depth data). The sub-sample of the population from the questionnaire was used in the focus group and individual interviews with educational technology students. All those participants whose responses spoke better to the critical questions were selected. Three academics were selected for individual interviews. Convenience purposive sampling (Henning, 2004) was applied for the selection of the participants in this level. Non-participatory observation was applied for triangulation purposes. In terms of analysis, thematic analysis was used (Aronson 1994), with charts and statistics representing quantitative data and texts representing qualitative data. By means of guided analysis, research findings were interpreted (Hammonds, 1976). In order to discuss all these findings, the principle of construct-connect theory (Gagnon & Collay, 2000: Siemens: 2004) was used. The results revealed that both selected academics and postgraduate students knew the capabilities and challenges of the LMS. The implications of these capabilities and challenges for teaching and learning were discussed. The research concluded with a set of recommendations to ensure, the effective use of Learning Management System to support teaching and learning in the postgraduate sector. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

The effective functioning of a school as an organization requires an effective administration. The effective management determines the success of a school as educational and teaching institution (van der Westhuizen 1991). Turozzi (2003) states that technology had the potential to be a valuable change agent in the modern education system. The technological resources can be integrated across administration (Stammen, 2003) The lack of technological support in a school hinders the fulfillment of numerous administrative functions. Effective management leads to quality teaching and (Eraut, 1989). This study looks at how technology impacts on school administration. The study links the development of administrative technological support with institution effectiveness. It also investigates the way these technological resources are used in schools for administrative purposes. The study concentrates on functional aspects of school administration, that is, how the information is stored and made available, and institution effectiveness. / Thesis (M.Ed.)-University of Durban-Westville, 2004.

Educational Technology as a significant discipline within the educational landscape has been firmly accepted by many countries throughout the world. Most notably, countries such as the United Kingdom, United States of America, Australia, Hungary and Scotland are amongst the forerunners in implementing educational technology in their educational systems. The value and significance of educational technology is such that democracies throughout the world can ill afford to ignore. This study is thus an attempt to investigate, assess and identify the role and policies of educational technology in post apartheid South Africa. The rationale behind this study is thus to examine and ascertain whether the Government of National Unity has gone far enough to affect major changes in the educational landscape with special reference to the assimilation and in co-operation of educational technology. Based on this rationale, the study investigates amongst others, the perception and understanding of educational technology amongst educationists in primary and secondary schools in Phoenix which is located approximately 25 km north of Durban in the province of KwaZulu-Natal. This limitation of concentrating and restricting the study to Phoenix was unavoidable due to various mitigating circumstances amongst which were the factors of time, cost, human and financial resources and also the issue of security. However after all these concerns were analysed it was found that the majority of schools in the Phoenix area were ideally suited to the study as these schools were made up of a well balanced racial mix of pupils. In investigating the understanding of "educational technology" amongst the various respondents, a number of correlations such as the influence of age, tertiary institution where the respondents graduated, qualification levels, the role of media centre and it's staff, etc were made. Thus this study eventually strengthened the resolve in providing significant information on the previously uncharted territory of "educational technology" in South Africa. In fact this is one of the only known research studies that was undertaken on educational technology in KZN. The study also gleaned various other data to assess whether there exists any policy frameworks on educational technology within the educational landscape of South Africa. In the final analysis various conclusions were drawn, and were subsequently followed by recommendations. / Thesis (M.Ed.)-University of Durban-Westville, 1997.

<p> The pervasive nature of technology in society is not reflected in schools. Research indicates that teachers are reluctant to integrate technology to the levels that are expected by organizations such as the International Society for Technology in Education (ISTE), the author of the national standards used to assess technology in schools. Included in the ISTE standards are standards for educational administrators that place the responsibility for leading the change towards integration firmly in the hands of the principals as the educational leaders of the schools. </p><p> While there is no clear definition of leadership, the common thread is the ability to create change in the beliefs and actions of followers. According to the Situational Leadership &reg; theory, an effective leader is one who uses the appropriate leadership strategy to create and manage change in the given situation. The LEAD other instrument is used to assess the effectiveness of leaders as perceived by their followers. The purpose of this study was to explore the existence of a relationship between effective leadership as measured by the LEAD other instrument and teachers&rsquo; levels of technology integration as measured by the Mankato Technology Survey. While not indicating causality, a positive correlation would indicate that principal leadership effectiveness needs to be further explored in the process of understanding why technology integration is not occurring at expected levels. The results of the study did not provide sufficient support to reject the null hypothesis, thus suggesting that no relationship exists between principal leadership effectiveness and the level of teacher technology integration. The lack of a significant relationship suggests that additional research is required to determine if in fact the responsibility for technology integration and comfort has been inappropriately placed on the principal, and to examine what other factors require further consideration.</p>

<p> The purpose of this ethnographic research study was to investigate the effect of a Bring Your Own Technology (BYOT) policy on student engagement in a high school setting through classroom observations, cross-sectional surveys, and a focus group of technology teacher leaders. The qualitative and quantitative data gleaned from this study indicated no significant difference in student engagement levels when student-owned technology was used for instructional purposes, but student engagement increased with teacher support and efficacy with technology, student-directed learning, and utilization of Web 2.0 applications. The findings of this study will inform future decision making by school districts considering BYOT policies, assist teachers with technology-based instructional design, and contribute to the literature on student engagement with instructional technology.</p>

<p> Prior research has explored many facets of innovation, provided models of governance maturity, and analyzed the impact of corporate decision-making on innovation. However, there is little research on IT governance maturity in higher education or on IT innovation in organizations outside of the IT industry. Findings from previous research were ambiguous regarding whether a mature IT governance process helps or hinders innovation. This study fills a gap in existing knowledge by reviewing the literature and examining the interaction of IT governance and information technology innovation at five major U.S. universities. It provides insights into the structures and processes necessary for IT governance to facilitate technology innovation and the factors required for effective IT governance in higher education. </p><p> Highly effective IT governance processes focused on collaboration and communication were associated with greater integration of radical innovation into institutional processes than effective IT governance processes that focused primarily on the prioritization of large enterprise projects. Incremental technology innovations were pervasive among all schools studied. IT governance was found to be more effective under a delegated model of decision-making authority that empowers IT governance bodies than under a CIO-centric model. The inclusion of a faculty, students and business units in IT governance committees was associated with a stronger innovation culture.</p>

The use of computer as an instructional technology: Internet as an instrument in the teaching and learning process in tertiary institutions in the North West Province of R.S.A. was surveyed to identify and reveal problems encountered by lecturers and students with regard to the use of computer as an instructional technology in the teaching and learning process. The main focus of the study was on the following areas, firstly, to find out whether tertiary institutions such as UNW, TNW, Technikon RSA, Mafikeng College and Vaal Triangle Technikon have enough computers with internet connections. Secondly, to find out whether the sampled institutions UNW and Vaal Triangle Technikon have enough computers to adequately provide students with computer skills. Thirdly, whether all the lecturers are computer literate. Fourthly, to find out whether there are adequate resources to assist students without prior computer knowledge in order to cope with the information technology age. Lastly, whether students are prepared to accept changes brought by computer technology. The investigation involved two tertiary institutions, that is, Vaal Triangle Technikon in Klerksdorp area and UNW in the Mafikeng district. Questionnaires were used for data collection in this study. Data were. collected and analyzed. The study found out that there were not enough resources to cater for students to cope with information on technology as it is upgraded on frequent basis. And that most of the students agreed that they are prepared to accept changes brought by the computers as it would prepare them to face working environment. Conclusions drawn from the study revealed that there is a serious problem lecturers and students face regarding shortage of computers (See Table 11 & 12). And that most of the lecturers have computer experience but are not provided with enough computers to provide students with computer skills. / (M.Ed.) North-West University, Mafikeng Campus, 2003

University of Technology Sydney. Faculty of Education. / This thesis explores the integration of Information and Communication Technology (ICT) within the educational system of Jordan. Educational systems worldwide are vigorously pursuing the integration of ICT as a means of staying abreast of the rapid technological changes associated with the knowledge-based economy, and the Jordanian education system is no exception, leading it to introduce several national initiatives in recent years. There has been considerable research undertaken into the impact of ICT upon society and upon educational systems, but such studies have been generally confined to Western contexts. In the Middle East and North Africa (MENA) region, including Jordan, the little research which exists has been conducted for the most part by Western experts or international organisations. Moreover, in spite of massive spending on education by governments of the MENA region, there have been warnings of a serious and widening gap between current schooling outcomes and the skills required for effective participation in globalised workplaces. Therefore, the Jordanian education system has implemented two national projects, Education Reform for the Knowledge Economy (ERfKE), and the Jordan Education Initiative (JEI), which aim to equip the system and students with skills and knowledge to participate effectively in the new era. In examining the ways in which ICT integration has been planned and implemented in Jordan, the study investigated the roles of all three levels of the Jordanian education system: the central Ministry of Education, the regional directorates, and schools themselves. Research data were gathered using a mixed method approach, which combined the use of questionnaires and case studies. The study was conducted in two phases: in Phase1, two standard questionnaires were distributed to 120 teachers and 12 principals from the three regions of Jordan: North, Central, and South. Phase2 comprised two case studies involving two schools which were found to have optimal conditions for ICT integration compared with other schools in Jordan. The investigation in Phase2 included interviews, observations, site visits, and document analysis. The study identifies and explores three issues which are fundamental to the integration of ICT in the Jordanian education system. These are first, the geo-political location of Jordan in the Middle East, and the impact that turbulence in the region has upon education systems; second, the economic constraints experienced by Jordan as a developing country, which necessitate collaboration with private sector and international parties, and third, the internal and external complexity of factors which surround ICT integration initiatives.

While researchers in the developed world have focused on the benefits of incorporating engaging forms of ICT (such as games) into education, comparatively little research has been done on the impact of ICT in no-access regions. This thesis is an attempt to fill that research void. It does so by proposing an engaging ICT model that was developed for, and tested in, a low-access region of Mexico.

While researchers in the developed world have focused on the benefits of incorporating engaging forms of ICT (such as games) into education, comparatively little research has been done on the impact of ICT in no-access regions. This thesis is an attempt to fill that research void. It does so by proposing an engaging ICT model that was developed for, and tested in, a low-access region of Mexico.