Submitted in fulfilment of requirements of the Degree of Doctor of Technology: Operations and Quality Management, Durban University of Technology, 2014. / The need for alternative teaching practices in the face of poor retention and student throughput rates has changed the context of higher education in South Africa. This study interrogates one alternative teaching practice: the use of a board game and a multimedia game. Arguments for the potential benefits of games in higher education have generated a growing body of literature, but the general focus of these studies has been empirical with little theorisation about the associated pedagogy. Using a mixed methods sequential explanatory research design, this thesis aimed to determine the quality of pedagogy through games in providing epistemological access to the subjects Tooth Morphology and Oral Anatomy in a Dental Technology Diploma at a selected University of Technology. The thesis also developed a framework for the design of games to enable quality teaching and learning of vocational subjects. Preliminary and pilot studies were conducted. The preliminary study was conducted over a five-year period from 2003 to 2006. The total sample size for the Tooth Morphology board game was n=128 and for Oral Anatomy multimedia game was n=30. Academic experts validated the study by reviewing the contents of the game. The findings suggested that games assisted students to actively learn. The pilot study was conducted in 2007 and 2008. The total sample size for the Tooth Morphology board game was n=62 and for the Oral Anatomy multimedia game was n=22. Dental technology experts validated the contents of the game. Cronbach’s alpha index was used to assess the reliability of the study and was α=0.45 and α=0.757 for the Tooth Morphology board game and the Oral Anatomy multimedia game, respectively. The low alpha score obtained for the Tooth Morphology board game prompted improvements to be made to the survey for the main study. The main study was conducted in 2009, 2010 and 2011. The total population size for the Tooth Morphology board game was n=83 and for the Oral Anatomy multimedia game was n=82. Surveys and pre- and post-tests were analysed using descriptive statistics, t-tests, factor analysis and cross tabulations. Content validity ensured that the survey focused on concepts and constructs that emerged from the review of literature on games. Cronbach’s alpha index was used to assess the reliability of the surveys and was α=0.794 and α=0.868 for the Tooth Morphology board game and Oral Anatomy multimedia game, respectively. Qualitative analyses entailed focus groups with students who used the games. The data generated was analysed using the conceptual frameworks of Bernstein’s knowledge codes and Maton’s Legitimation Code Theory of Specialisation. Trustworthiness of the data was achieved using methodological triangulation, data triangulation and peer debriefing. Quantitative results revealed that an integrated game design with an appropriate mix of instructional content and applicable game features and mechanisms facilitates the provision of epistemological access to Tooth Morphology and Oral Anatomy. By placing a sociological lens on knowledge in the games, a major finding in the qualitative analyses was that epistemological access using games provided access to particular knowledge-knower structures of the target subjects or disciplines. An LCT (Specialisation) analysis revealed that the games in this study represented a knowledge code as specialist knowledge and skills were valued over the possession of personal attributes and dispositions. This knowledge code was in turn aligned to the knowledge code of the target programme. In synthesising the results there were three recurring issues that emerged from the data as being key, namely: (1) access to knowledge; (2) instructional design of the games; and (3) technical design of the games. The thesis concluded by proposing the KITE framework, a guideline for lecturers to consider when designing games for higher education. / DAAD, NRF In-Country Scholarship

Submitted in fulfillment for the Degree of Doctor of Technology: Business Administration, Durban University of Technology, 2014 / Universities are seen to be facing a turbulent storm of challenges, demands, environmental changes, and facilitated thrust in the midst of economic meltdown. The environments in which these institutions are operating are becoming increasingly tempestuous, and competitive which makes leadership crucial as they continuously interface with the local and wider environments. At its best leadership is proximate, contextual and distributed especially in the case of complex organisations like universities. Changes and institutional mergers that took place worldwide two decades ago diffused to the south of Africa as well. These mergers resulted in the formation of mega universities and universities with satellite or branch campuses. If the trend continues with branch campuses spreading even into foreign countries, it will lead to growth and even more leadership complexity. This study was conducted in order to establish the challenges that are faced by staff and students at satellite campuses of universities using the Riverside Campus of the Durban University of Technology as a case study. Literature on leadership and management theories, leadership in higher education and organisational structures was reviewed in order to contextualise the study. A sample of the executive leadership of the university used as a case study was interviewed in order to determine their attitudes towards the current organisational structure. Data was also gathered from the academic and administrative staff at the satellite campus used for the study as well as first and third year students at the same campus using questionnaires. This study is significant because it feeds into the year-long study that was initiated by the Leadership Foundation on Higher Education and conducted from 2010 and finished in July 2011 by the Hull University’s Scarborough Campus that was aimed at determining the most effective relationship between the centre (mother campus) and its satellite campuses, identifying tensions between the strategic and operational levels and making students’ experience consistent. The whole project was undertaken to arrive at a better understanding of the challenges of managing two or more campuses with particular emphasis on strategic matters, organisation, leadership and management structures. The study discovered that there were leadership challenges which were not unique to the university and campus used as a case study, but similar to those identified during literature review. Issues such as lack of leadership and strategic direction, diverse cultures, incomplete merger, isolation, inequitable distribution of resources and lack of development were identified as challenges that needed to be addressed. The study advances as original contribution the ‘Radial Structure’, which was greatly inspired by the natural movement, flow and distribution of energy and information in fractals. This structure ensures equity across all campuses irrespective of size and location. In the radial structure as suggested and implied by the name the corporate division is the source of energy in the form of vision, mission, goals, strategy, and resources which it disburses or radiates equitably across all the campuses. The corporate division is not attached to any campus, but it is a pole that provides an anchor for all the campuses. The energy or feedback is also radiated back to the corporate office from the campuses in the form of student fees, research output from staff and students, pass rates, information to aid decision-making and so on. The relationship that was established between the radial structure and the regression model developed from the responses of the students and theory, was that each campus should be fully-equipped with all the services that the users require for the campus to be fit for purpose. The radial structure would also allow for student services to grow and develop as the campus grows. Like any organisational structure, the radial structure could be adjusted to suit the needs of any university with satellite campuses. The organisational structure would also have to be revisited and adjusted as the needs of the university change. In essence the structure is aimed at ensuring that there is no leadership vacuum at any of the satellite campuses of a university. / D

This study investigated access to and use of Information and Communication Technology by students at the University of the Western Cape. It examined how the issues of access and use play out at the microlevel of a historically disadvantaged institution in South Africa by investigating the institutional arrangements and practices of different computer laboratories.

Thesis (DEd (Education))--Cape Peninsula University of Technology, 2018. / Growing numbers of urban and rural South African classrooms are now occupied by learners accustomed to, or could easily learn how to use technology that they have been described as ‘digital natives’. In order to design lessons that facilitate knowledge acquisition in a way that is familiar and relevant to these digital natives in the 21st century classroom, teachers have to integrate technology into their daily practice. In response to this situation, the National Department of Higher Education (NDoHE) has drafted an e-Education policy to inform schools about the use of technology for innovative teaching and enhanced learning. Provincial education departments are expected to drive this policy. In the context of the historically entrenched socio-economic inequalities in South African schools, the use of technology could be a key instrument in closing the gap between privileged and underprivileged communities. Currently the Western Cape Education Department is involved in many initiatives to make technology more available and accessible. Although some public schools in the Western Cape have been provided with various forms of technology for teachers to use in their teaching, much more needs to be done to encourage newly qualified teachers (NQTs) to adopt, adapt and use technology effectively in the classroom. This study aims to answer the key research question: What factors influence NQTs’ ability to integrate technology into their pedagogical practice? In order to explore these factors, concepts from the TPACK and UTAUT2 models, which constitute the conceptual framework of the study, were used to collect, analyse and interpret data. From a review of the relevant literature, it emerged that although the factors that influence NQTs’ ability to integrate technology into their pedagogy have been extensively investigated internationally, few studies have been conducted in South Africa as a whole, and even fewer in the Western Cape; which makes this a pioneering local study. Because of the importance of technology in the 21st century classroom, factors that influence teachers’ use of technology need constantly to be monitored in order for school leaders to formulate programmes to encourage more teachers to integrate technology into their lessons effectively.

This study investigated access to and use of Information and Communication Technology by students at the University of the Western Cape. It examined how the issues of access and use play out at the microlevel of a historically disadvantaged institution in South Africa by investigating the institutional arrangements and practices of different computer laboratories.

Thesis (MPhil (Information Science))--University of Stellenbosch, 2007. / The world has advanced and grown to a stage where a person without a basic computer literacy finds it almost impossible to function comfortably in society. To address the situation governments all over the world are encouraging their citizens to become technologically literate. Countries are spending large sums of money to integrate ICTs in education. The South African government on its part has realized and acknowledged the importance of Information and Communication Technology in education. Hence, its White paper on e-Education, which provides for the integration of ICTs into schools. This study looks at efforts being made by the Department of Education and other education stakeholders to address the ICT situation in some schools based in a rural area of the Limpopo Province. A well-resourced school in so far as ICTs are concerned was visited to assess the functionality and applicability of ICT within the school system and to make comparisons to less resourced schools. The study highlights the plight of schools in rural areas where the lack of basic amenities such as adequate accommodation, furniture, water, etc. is the order of the day. It is however pointed out that dwelling on these issues is no solution as the question of ICT integration into schools is a non negotiable one, if South African learners are to be kept abreast with trends in other parts of the world. That is, without adequate immersion into ICT, learners would not be globally competitive. The ICT situation in schools in the Limpopo Province has been analysed within a framework developed under this study. The framework is set to help the Department of Education determine the suitable intervention programmes for each level of ICT integration. In addition, the study concludes with a recommendation. The success or failure to integrate ICT into schools, especially those in rural areas, depends to a large extent on the kind of intervention the government adopts. Since all schools have not attained the same level of ICT integration, there should be a clearly defined audit to determine what is needed and how it should be provided. This study raises some of the key issues for integration of ICTs in schools within a rural setting.

Thesis (MComm)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: As the information age evolves, society is undergoing changes based on developments in technology that have tremendous implications for the educational systems. Institutions of tertiary education are increasingly facing the pressures of globalisation. Associated with this is the knowledge society that demands experience with technology, different skills and a different learning experience (US, 2001). Furthermore, new information and communication technologies have demonstrated the potential to transform the way that knowledge is packaged, delivered, accessed and acquired, thereby altering higher educations' core production and delivery processes. Institutions of tertiary education that want to remain competitive, both locally and internationally, should, therefore, act proactively to facilitate the successful and innovative integration of relevant technologies into currently established practice and procedures. The University of Stellenbosch (US) recognises the importance of staying abreast with these global and local changes. The Virtual Information Space (VIS) project for optimal information sharing is a research initiative that developed as a direct response to the need for an inquiry into the functionality of alternative synchronous and asynchronous computer-mediated communication media (CMC), to be provided as part of the technological infrastructure of the US for enhanced information sharing and communication. The VIS project provides the framework within which this study was conducted. The aim of this study was to conduct an exploratory study through the use of empirical research and prototyping, by quantification of the usability of synchronous CMC media, for application in the South-African on and off-campus tertiary education environment (focused at post graduate level), in order to enhance information sharing between inter alia, information service suppliers, lecturers, students and researchers at the US. It was anticipated, however, that the degree to which the synchronous CMC media add value to the learning and information sharing processes within the VIS, will be influenced by the usability of the software applications within which the media are embedded, the perceived need of the role-players for the media, as well as the feasibility and viability of the systems when employed within the technological infrastructure of the US. These elements were, therefore, empirically investigated by conducting several usability experiments in a setting which simulated a usability laboratory, in order to acquire the necessary subjective and objective data, related to the identified goals and objectives that encapsulate the aim of this study. In order to demonstrate the value of the VIS environment, a theoretical perspective is provided by means of a literature review of the fundamental concepts of communities of practice and flexible learning. It is proposed that the use of the synchronous CMC media (embedded within the software applications) will assist in the creation of a VIS that supports the more advanced educational paradigm of constructivism by linking users into collaborative conversational networks, thus forming learning communities (better known as communities of practice) in cyberspace. The purpose of these communities is to create a means through which ideas and materials can be shared and exchanged, aiding individuals in building their own conceptual networks of interrelated ideas, strategies and theories and therefore construct and share knowledge. Information was obtained concerning participants' characteristics, preferences, needs and evaluation of the usability of the two software applications, NetMeeting and Yahoo Messenger, when utilised within the technological infrastructure of the US for the purpose of increased information sharing and communication. Performance measurement data (related to selected usability criteria) was obtained during the experimental phase, as well as information about the feasibility and viability of the systems when utilised within the technological parameters of the US. The analysis of the information consisted of descriptive statistics as the research aimed to illustrate the attitudes concerning usability, the perceived needs for the software applications, as well as the feasibility and viability of the systems. The results revealed that both NetMeeting and Yahoo Messenger were perceived by the participants as usable, achieving a positive rating on almost all of the dimensions of usability it was tested on. In the case on NetMeeting, technological limitations imposed on the system (such as bandwidth and network traffic) severely limited the effectiveness of the system as a whole and require further investigation to ensure successful implementation. Technological limitations in the case of Yahoo Messenger mainly centered on the unstable server environment that the system functions within. Hence, further research is therefore needed to ensure successful implementation and utilisation of NetMeeting and Yahoo Messenger within the technological parameters faced by the US. / AFRIKAANSE OPSOMMING: Soos wat die informasie-era ontplooi, is die samelewing besig om ingrypend te verander. Die dramatiese impak van die tegnologiese revolusie op die hoër onderwyssektor dwarsoor die wêreld hou dus aansienlike implikasies in vir tersiêre onderwysinstellings. Hierdie instellings is toenemend onderhewig aan die druk van globalisering en die kennis-samelewing wat al hoe meer vereistes stel in terme van ondervinding met tegnologie, verskillende vaardighede wat vereis word en 'n veranderende leer ervaring. Nuwe informasie- en kommunikasietegnologieë beskik oor die potensiaal om die maniere waarop informasie herwin, verwerk en gestoor word, te transformeer. Dit impliseer noodwendig 'n wysiging in die kern informasie produksie en -aflewerings prosesse van tersiêre onderwysinstellings. Sulke instellings word dus genoop om daadwerklik en pro-aktief op te tree ten opsigte van die suksesvolle en innoverende integrasie van relevante tegnologieë by bestaande prosedures, ten einde internasionale en nasionale mededingendheid te verseker. Die Universiteit van Stellenbosch (US) erken the belangrikheid daarvan om op hoogte te bly met verandering. Die Virtuele Informasie Spasie (VIS) projek vir optimale informasiedeling is 'n navorsingsinisiatief wat ontwikkel het vanuit 'n behoefte vir 'n ondersoek na die funksionaliteit van die verskillende sinkrone en asinkrone rekenaargebasseerde kommunikasie media, wat as deel van die tegnologiese infrastruktuur van die US voorsien sal word - ten einde verbeterde informasiedeling en kommunikasie teweeg te bring. Die VIS projek het 'n raamwerk verskaf waarbinne hierdie studie uitgevoer is. Die doel van hierdie navorsing was om 'n verkennende studie uit te voer, deur die gebruik van empiriese navorsing en prototipering, vir die kwantifisering van die bruikbaarheid van sinkrone rekenaar-gebasseerde kommunikasie media. Die spesifieke toepassingsarea is die Suid-Afrikaanse tersiêre onderwysomgewing (spesifiek gefokus op nagraadse vlak) met die doelom informasiedeling tussen informasiediensverskaffers, dosente, studente en navorsers te verbeter. Daar word egter verwag dat die graad waartoe die sinkrone media waarde toevoeg tot leer- en informasiedelings prosesse binne die VIS, beïnvloed sal word deur die bruikbaarheid van die sagteware waarbinne die media gesetel is, die waargenome behoeftes van die rolspelers vir die media, sowel as die uitvoerbaarheid en lewensvatbaarheid van die sisteme wanneer dit aangewend word binne die huidige tegnologiese infrastruktuur van die US. Hierdie elemente was dus empiries ondersoek deur die uitvoering van verskeie bruikbaarheidseksperimente in 'n omgewing wat 'n tradisionele bruikbaarheids laboratorium simuleer, ten einde the nodige subjektiewe en objektiewe data te ontgin wat gemik is op die doelwitte en mikpunte wat die strewe van hierdie studie omsluit. 'n Teoretiese perspektief word voorsien deur 'n literatuur-oorsig, ten einde die waarde van die VIS omgewing te konseptualiseer. Konsepte wat veral aandag geniet hou verband met die ontwikkeling van elektoniese gemeenskappe en buigsame leer omgewings. Die aanname word gemaak dat die gebruik van sinkrone rekenaargebasseerde kommunikasie media (soos gesetel in die sagteware pakkette, NetMeeting en Yahoo Messenger) die ontwikkeling van 'n effektiewe VIS sal fasiliteer wat 'n nuwe onderrigparadigma ondersteun. Die uitgangspunt van hierdie paradigma is dat kennis nie net weergegee moet word nie, maar dat dit gekonstrueer kan word soos wat die partye betrokke raak in relevante gespreksnetwerke binne die virtuele informasie spasie. So word elektroniese gemeenskappe dus geskep waarbinne individue idees en materiaal met mekaar kan deel en uitruil, terwyl kennis effektief geskep en gedeel word. Informasie is ingewin aangaande die deelnemers se kenmerke, voorkeure, afkeure, behoeftes en persepsies oor die bruikbaarheid van die sagtware pakkette, NetMeeting en Yahoo Messenger, wanneer dit aangewend word binne die tegnologiese infrastruktuur van die US, ten einde verhoogde informasiedeling en kommunikasie te bewerkstellig. Prestasiemetingsdata (gekoppel aan sekere bruikbaarheidskriteria) was ook verkry tydens die eksperimentele fase, sowel as informasie oor die uitvoerbaarheid en lewensvatbaarheid van die onderskeie sisteme wanneer dit aangewend word binne die huidige tegnologiese parameters van die US. Die analise van die data het beskrywende statistieke behels aangesien die navorsing ten doel gehad het om die ingesteldhede betreffende die bruikbaarheid en behoefte aan die sagteware pakkette, sowel as sekere tegniese aspekte rakende die stelsels, uit te lig. Die resultate het getoon dat die respondente beide NetMeeting en Yahoo Messenger as bruikbaar waargeneem het, aangesien 'n positiewe beoordeling op bykans al die dimensies van bruikbaarheid bereik was. In die geval van NetMeeting het sekere tegnologiese beperkinge van die sisteem, soos beperkte bandwyte, egter die effektiwiteit van die sisteem beduidend beinvloed. Tegnologiese beperkinge in die geval van Yahoo Messenger was hoofsaaklik as gevolg van die onstabiele omgewing waarbinne die bediener funksioneer. Verdere navorsing is dus nodig om suksesvolle implementering en aanwending van NetMeeting en Yahoo Messenger te laat realiseer, gegewe die tegnologiese parameters van die US.

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The purpose of this project was to investigate the prospects to advance and fast-track formal learning with the aid of smart phone technology, as learning should be reinforced through varied, pliable assets for engagement. The project’s introduction clarifies more on this. Chapter two focuses on literature review. Previous studies which are related to the topic were consulted to acquaint the researcher with thoughts and sentiments relating to the use of smart mobile devices in advancing learning. Chapter three covers comprehension centred learning. It pays special attention to the theories of Barret and Bloom which are used as the framework for the experiment reported on in the next chapters. Chapter four provides methodological background to the experiment. It describes the case study, curriculum correlation with smart phone functions, the organisation and analysis of the data, ethical issues in qualitative interviewing, and limitations of the empirical study. Chapter five focuses on the experiment that was carried out to investigate the usefulness of smartphones to support and enhance formal comprehension strategies. Sub-types from Barrett’s five learning types and Bloom’s cognitive dimensions of learning provide the interpretive framework. Chapter six discusses the findings of the experiment based on written and oral responses by participants after conclusion of the experiment, as well as teacher observations. Finally, Chapter seven presents the conclusion and implications. / AFRIKAANSE OPSOMMING: Die doel van hierdie projek was om die moontlikhede te ondersoek om formele leer aan te help en te bespoedig deur gebruikmaking van “smart phones.” Die aanname was dat dit ‘n groter verskeidenheid en buisaamheid van leerervarings behels. Die inleidende hoofstuk brei hierop uit. Hoofstuk 2 dek relevant literatuur oor studies met betrekking tot die gebruik van “smart” mobiele apparate Hoofstuk 3 handel oor begripsgesentreerde leer. Dit gee besondere aandag aan die teorieë van Barret en Bloom wat die raamwerk daarstel vir die ekspriment wat in die volgende hoofstukke beskryf word. Hoofstuk 4 bied die metodologiese agtergrond vir die eksperiment. Dit beskryf die gevallestudie, kurrikulum korrelasie met “smart phone” funksies, die organisasie en analise van die data, etiese aspekte van onderhoudvoering, en die beperkinge van die empiriese studie. Hoofstuk 5 fokus op die eksperiment wat uitgevoer is om die bruikbaarheid van “smartphones” te ondersoek met betrekking tot steun en bevordering van formele begripsgesentreerde leer. Sub-tipes van Barret se vyf leertipes, en Bloom se kognitiewe dimensies van leer bied die interpretatiewe raamwek. Hoofstuk 6 bespreek die resultate van die eksperiment na aanleiding van geskrewe en mondelinge terugvoer deur die deelnemers na afloop van die eksperiment, asook observasie deur die onderwyser. Hoofstuk 7 bespreek enkele implikasies en gevolgtrekkings van die studie.

This case study attempts to explain the implementation of Information Communications Technology (ICT) in primary schools, specifically mentioning the integration of computers into the curriculum. To begin with, the implementation of ICT from an international perspective is explored and subsequently some international and African ICT policies in education are also identified and discussed. Nationally, ICT policies from four provinces in South Africa are examined and analyzed. Provincially, the ICT Projects Coordinator in the Eastern Cape Department of Education (ECDoE) was interviewed to obtain a provincial perspective of ICT in the Eastern Cape. From local schools’ perspective, four primary schools and one secondary school in the Makana and Somerset East Districts were visited and the ICT coordinators at these schools were interviewed. The results reveal that the previously disadvantaged (PD) schools were not utilizing their computers effectively. This is due to a number of factors, including a lack of funds to maintain the computers; unskilled or under skilled teachers in ICT; and under resourced computer facilities. The previously advantaged (PA) schools, on the other hand, have well-resourced computer laboratories, adequate maintenance plans as well as skilled teachers in ICT that enable these schools to effectively integrate the use of computers into the curriculum. Key words: Information communications technology, implementation, integration, previously advantaged, previously disadvantaged, curriculum, primary school, secondary school.

Poverty alleviation by means of rural development has become a priority among developing countries. In turn, rural development may be significantly enhanced and supported by Information and Communication Technologies (ICTs), the use of which is highlighted by the emerging importance of information and knowledge as key strategic resources for social and economic development. An analysis of rural case studies where ICTs have been introduced, suggests that there are a number of barriers and constraints that are faced when taking advantage of these technologies. These include access to infrastructure, limited formal education, insufficient training and capacity building, financial and political constraints, and social and cultural challenges. These challenges threaten the success and sustainability of rural ICT projects. Sustainability is key to the effectiveness of a rural ICT project; therefore it is important to understand the concept and categories associated with ICT project sustainability in rural areas. The categories of sustainability which include social and cultural, institutional, economic, political, and technological, reveal critical success factors that need to be considered in the implementation and management of rural ICT projects. The project management discipline acknowledges the importance of understanding the project’s environment, particularly environmental factors associated with rural communities. The complexity of the environment therefore implies the need for a project to be undertaken in phases comprising the project life cycle. Project management practice for rural ICT project sustainability can therefore be examined, adapting the traditional project life cycle to a rural ICT project. A Rural ICT Project Life Cycle (RICT-PLC) that is sensitive to the critical success factors of sustainability is therefore proposed. In order to further investigate the phases of the life cycle of a rural ICT project, two case study investigations are explored: the Dwesa ICT community project, and the Rhodes University Mathematics Education Project (RUMEP) (MathsNet). A multiple case study analysis confirms the practices associated with the RICT-PLC model, and identifies additional characteristics, phases and practices associated with rural ICT projects. Finally, an enhanced RICT-PLC model is developed, that sets sustainability guidelines for ICT project management in rural areas and identifies the people, environments, technologies, systems, and requirements for ICTs to support rural development activities.