Magister Educationis - MEd / The use of Information and Communication Technology (ICT) both in the General Education and Training (GET) and Further Education and Training (FET) bands is viewed as an innovative tool in enhancing a learner-centered approach to teaching and learning. As a result, a number of schools in rural and urban environments in South Africa have been provided with computers and other digital resources to facilitate teaching and learning. This study investigated the use of ICT in the teaching and learning of English First Additional Language (FAL) at Grade 10 level. It set out to discover digital resources and literacies to which teachers and learners were exposed in the English (FAL) classroom, and how these resources were used to enhance learners’ reading and writing skills. Following a qualitative research design, this study made use of classroom observations and interviews to collect data from teachers and Grade 10 learners. The collected evidence was from a single school which uses Khanya Project ICT materials. The school is located in one of the disadvantaged black townships in Cape Town. The study made use of Second Language Acquisition (SLA) theory and the constructivist theoretical framework to make sense of classroom interaction and the extent to which ICT and other teaching strategies were used to facilitate acquisition of English language skills, particularly reading and writing. The findings of the study show that there are a number of factors influencing ICT integration in Grade 10 English (FAL). These factors include teachers’ and learners’ limited access to ICT and digital literacy. Other factors relate to pedagogy and support in the use of ICT in teaching and learning. All the identified factors indicate that there are a number of barriers to ICT integration in English teaching and learning. The study concludes that ICT use has great potential in providing creativity and innovativeness to facilitate language teaching and learning. Given the lack of adequate ICT resources and under-utilization of ICT resources in disadvantaged schools, there is a need to improve teacher and learner access to ICT, especially in disadvantaged schools. This could be done through monitored support and adequate teacher training and active involvement of higher education institutions through teacher training programmes which should prioritize ICT integration in their curricula.

Magister Economicae - MEcon / Pre-democratic South Africa was highly regulated by the apartheid government with the black small-scale farming community actively marginalised. Following the deregulation of the South African agricultural market came the opening up of the market to accommodate these small-scale farmers and also the introduction of South African Futures Exchange. South Africa has done well in terms of development of ICT over the past years, making it a country with characteristics of both first and third world countries. This study aims to assess the agricultural commodity exchange market and how small-scale farmers may participate more actively in the market. This study finds that though South Africa has world class ICT infrastructure this has not made it easier for small-scale farmers to enter the agricultural market and value chain. The study finds that there is little or no participation by small-scale farmers in South African Futures Exchange. It finds that mobile phones and applications may be the way forward in the efforts to ensure their participation in the commodity exchange market through provision of services such as price discovery and price risk management as is the function of South African Futures Exchange. It is also found that there is need to invest in high value agricultural products in order to benefit more from commodity exchanges.

The use of information technology for the delivery for educational programs is growing rapidly worldwide. In the United States of America and Australia the number of higher education institutions which are making use of online education to teach Public Administration is constantly increasing. Surveys done by the National Association of Schools for Public Administration and Affairs (NASPAA) in the United States of America found heightened interest in distance education. In 1995 it was found by NASPAA that Public Administration was offered by 12% of higher educational institutions to students online. One year later the number had increased to 24%. The last NASPAA survey in 2000 showed an increase of 39%. It is possible for students in the United States of America and Australia to complete a Public Administration degree online. However, in South Africa the use of web-based training for the delivery of Public Administration as a science discipline is still under utilised. It was found that only six, or 20% of the higher educational institutions offering Public Administration to students in South Africa, made use of web-based training in 2002. This compares poorly with the United States of America and Australia. Due to distance, time and financial constraints it therefore becomes difficult for officials or students interested in government related studies, to travel to a university or even to take the necessary three years to study for a Public Administration degree. Web-based training programmes should provide the opportunity to address these problems. By redesigning the content of Public Administration courses to be completed on the World Wide Web, higher educational institutions in South Africa should be able to reach more students, than would normally be the case. Although South Africa is the best developed of all the African countries with regard to the use of information and communication technology (ICT), South Africa still experience some limitations. These limitations include access to computers, infrastructural development, telephone line connectivity, and in may cases access to electricity. / Dissertation (MA (Public Administration))--University of Pretoria, 2005. / School of Public Management and Administration (SPMA) / Unrestricted

There is a shortage of information systems (IS) professionals in South Africa. This IS skills shortage is growing, as attempts to reduce the scarcity of IS skills through (i) ICT-enabled education-focussed development and (ii) IS education initiatives are not increasing IS skills levels in South Africa fast enough to keep up with global growth trends in IS skills. The South African demand for tertiary-level IS skills continues to outgrow the supply. This study aims to explain the nature of this skills shortage, and to address this shortage by finding ways to increase the quantity and quality of students enrolling for and graduating in IS [and IS-related] graduate courses at tertiary education institutions in South Africa. This study, in three sequential parts, finds (i) ways to improve the impact and sustainability of existing ICT-enabled education-focussed development projects, (ii) reasons and solutions for the lack of tertiary level IS students (and graduates) from a human capacity-building perspective, and (iii) meaningful results from two case study projects engaged in by the researcher that suggest short transition and reskilling courses as a workable solution to the mentioned skills shortage. The findings from these three parts lead to practical considerations for South African IS departments, informed by a graduate development framework, that will guide IS departments towards optimising the quality and quantity of tertiary-level IS students in South Africa. The resulting framework, the IS Graduate Development Framework, includes a sensitivity towards increasing the employability and entrepreneurial potential of IS students. The results from using the framework as measuring tool include several new insights regarding the kind of IS development project [or course] that best facilitates the development of more high-quality, industry-ready IS graduates, and lead to practical improvements in existing IS courses at a local university. These improvements include the development of a mobile application, as part of one of the case study projects, to facilitate higher levels of industry involvement, sufficient information delivery, changing popular perceptions of IS, and long-term relationships with students that can be used to motivate student career choice. / Thesis (PhD)--University of Pretoria, 2013. / lk2013 / Informatics / unrestricted

L’administration publique en Afrique commence à se doter d’outils informatiques qui facilitent les échanges et la communication entre administrateurs et administrés. La dématérialisation des documents administratifs gagne du terrain. Elle est suscitée souvent par des injonctions ou des directives des institutions internationales et des certains bailleurs de fonds. La principale réforme de la modernisation des États est la mise en place de l’administration électronique qui se définit comme l’utilisation des nouvelles technologies de l’information et de la communication dans l’administration publique dans le but d’améliorer l’efficacité des services rendus aux citoyens.Plusieurs modèles d’administration électronique sont donc proposés et testés afin d’être implantés dans les États ou les organisations publiques. Les pays en développement comme le Togo, se sont aussi engagés sur la voie de cette modernisation depuis une dizaine d’années avec une diversité d’objectifs. Certains pays d’Europe, d’Amérique ou d’Asie sont déjà avancés avec plus d’une vingtaine d’années d’expérience dans cette réforme. Malgré la disparité des programmes d’administration électronique, de leurs objectifs et de leur maturité (les calendriers ne sont pas les mêmes selon les pays), des procédures d’évaluation internationales aboutissant en général à un classement des pays sont omniprésents. Elles laissent penser qu’il existe un modèle universel d’administration électronique par rapport auquel on mesure l’état d’avancement de tel ou tel pays. Or les indicateurs internationaux sont utilisés pour prendre des décisions qui engagent la réalisation des projets en administration électronique. Il est donc nécessaire d’interroger la validité des ces méthodes. C’est l’objet de cette thèse.Les questions sur l’universalité des modèles consistent à se demander si les indicateurs de classement internationaux en matière de développement numérique reflètent la réalité et si elles prennent en compte tous les paramètres de comparaison supposés définir l’avancement d’un État.L’étude présentée dans la thèse y répond à partir de l’exemple du Togo en confrontant la représentation des acteurs impliqués aux modèles « dits » universels.Ce travail de recherche se structure autour de trois grandes parties. Une première partie aborde les modèles de l’administration électronique et le contexte technologique en Afrique (état des lieux des infrastructures de télécommunication, de réseau de développement des Technologies de l’Information et de la Communication (TIC) et celui de l’administration électronique). Nous montrons ensuite quelques cas atypiques de réussite en Afrique de l’Ouest (Cap-Vert), au Maghreb (Tunisie) et en Afrique Centrale (Rwanda) et analysons leur stratégie.La deuxième partie examine le cas de l'administration électronique au Togo. Elle décrit les bases du développement et la mise en place des fichiers administratifs. Puis expose grâce à deux enquêtes, le point de vue des acteurs impliqués.Elle révèle ainsi une différence entre les priorités de l’administration électronique vue par les acteurs et celles mises en évidence dans les évaluations internationales. La troisième partie analyse les méthodes de comparaison internationales de l’administration électronique en apportant notre réflexion sur la méthodologie de construction des indicateurs à la lumière des études effectuées au Togo. / Administration in Africa has begun to develop information technology tools that facilitate exchange and communication between administrators and citizens. Paperless documentation is being developed in Africa. Sometimes, it is driven by requirements or guidelines of international institutions. E-government is one of the factors of modernization reform of African states. It is defined as the application of new information and communications technology (ITC) in public sector (administration) in order to improve the efficiency of services provided to citizens.In the literature of the subject, there are several e-government models presented and evaluated in the terms of their presence in the states or organizations. Developing countries, like Togo, have taken the road to modernization for ten years, with a variety of objectives. Some countries in Europe, America and Asia have already more than twenty years of experience in this reform. Despite the disparity of e-government programs, their objectives and their advancement (the agendas are not the same in all countries), international assessment procedures in overall ranking of countries are ubiquitous. They suggest that there is a universal model of electronic government which can be apply to measure the progress of any country. But international indicators are used to make decisions that engage in the realization of e-government projects. It is therefore necessary to examine the validity of these methods. This is the subject of this dissertation. The questions of the universality of models lead to investigate whether international ranking indicators in digital development reflect reality and whether they take into account all comparative parameters supposed to define the progress of a state.This dissertation is divided into three parts. The first part discusses the models of e-government and the technological context in Africa, including the statements of places of telecommunication and network infrastructure (facilities and applications, Internet service providers and telephone, etc.), the Information and Communication Technologies (ICT) and e-government. Then, non-typical successful case studies of West Africa (Cape-Verde), North Africa (Tunisia), and Central Africa (Rwanda) are presented.The second part discusses the case of e-government in Togo. It outlines the foundation for the development of e-government in Togo and presents the state of ICT development and the establishment of administrative records. Advantages, disadvantages and challenges of e-government in Togo are discussed as well. After the presentation of the general context in Togo, the methodology and the results of the field study are discussed. The field study was based on interviews with actors involved in the implementation of the e-government in Togo and on observations. The third part deals with the theoretical framework of this research. It analyzes international comparison of methods of e-government by providing a reflection on the methodology of the construction e-government indicators and international assessments in light of studies carried out in Togo.

The integration of Information Communication Technology in schools is a process that has already started, and that tend to change sooner or later, the profile of the teaching-learning process. The animation software can become an alternative to streamline the process of teaching and learning of physics, making it more meaningful for the student. Therefore, this study aimed to examine the concepts of physics teachers in high school about the software of animation as a pedagogical tool in the classroom and provide opportunities for learning. For this, we established a theoretical framework on the evaluation criteria and definition of software for animation as a pedagogical tool, know the difficulties that teachers of physics are in the process of teaching-learning software transformations characterize the thermodynamic analysis prior to the teachers and analyze the conceptions of the same software on the animation. Then, we established a theoretical framework on the evaluation criteria and definition of software for animation as a pedagogical tool, know the difficulties that teachers of physics are in the process of teaching-learning software transformations characterize the thermodynamic analysis prior to the teachers and analyze the conceptions of the same software on the animation. For this purpose, as a theoretical contribution to the meaningful learning theory of David Ausubel. For the development of the research we used a qualitative methodology using a semi-structured interview. Accordingly, from the theoretical framework and concepts of the teachers can see that one of the main characteristics of software as a tool for teaching animation classes in experimental physics is how it can facilitate the process of teaching learning and the student must construct the their knowledge of the theoretical and experimental, between the static and dynamic. We also show that the conceptions of teachers could validate the set of criteria defined in the theoretical framework that are predominant in the learning process with this type of tool, which are the basis used in the construction of educational software and the technical aspects. / A inserção das Tecnologias da Informação e Comunicação nas escolas é um processo que já foi iniciado, e que, tenderá a modificar, mais cedo ou mais tarde, o perfil do processo de ensino-aprendizagem. Os softwares de animação podem se tornar uma alternativa para dinamizar o processo de ensino-aprendizagem de Física, tornandoo mais significativo para o aluno. Por isso, este trabalho teve como objetivo analisar as concepções dos professores de Física do ensino médio sobre o software de animação como instrumento pedagógico nas aulas e as possibilidades de proporcionar a aprendizagem. Para isso, estabelecemos um quadro teórico sobre os critérios de avaliação e definição de software de animação como instrumento pedagógico; conhecemos as dificuldades que os professores de Física encontram no processo de ensino-aprendizagem; caracterizamos o software Transformações Termodinâmicas para análise prévia dos professores e analisamos as concepções dos mesmos sobre o software de animação. Para tanto, utilizamos como aporte teórico a teoria da aprendizagem significativa de David Ausubel. Para o desenvolvimento da pesquisa, foi utilizada uma metodologia qualitativa através de uma entrevista semiestruturada. Nesse sentido, a partir do quadro teórico e das concepções dos professores, podemos vislumbrar que uma das principais características de um software de animação, como ferramenta pedagógica nas aulas experimentais de Física, é como ele pode favorecer o processo de ensino aprendizagem, como o aluno deve construir o seu conhecimento entre o teórico e o experimental, entre o estático e o dinâmico. Podemos também evidenciar, que as concepções dos professores puderam validar o conjunto de critérios definidos no quadro teórico que são preponderantes no processo de aprendizagem com esse tipo de ferramenta, que são: a base pedagógica utilizada na construção do software e os aspectos técnicos.

O tema central deste trabalho é o uso das Tecnologias da Informação e Comunicação (TIC) em contexto de ensino-aprendizagem da Língua Portuguesa e suas implicações na formação do professor. Justifica-se pela relevância social e educacional do tema e pela carência de estudos que abordem a questão do uso dessas tecnologias no referido contexto. Coletaram-se dados em entrevistas com 05 gestores, 06 professores de Língua Portuguesa e 30 alunos do 9. ano do ensino fundamental da Rede Municipal de Educação de Taubaté/SP. Partiu-se da hipótese de que, embora já existam equipamentos disponíveis nas escolas pesquisadas, estes não seriam em número suficiente e não estariam sendo utilizados para auxiliar no ensino da Língua Portuguesa, com enfoque em leitura e práticas de multiletramento. Tomaram-se como perguntas de pesquisa: 1- Quais equipamentos estão disponíveis aos educadores e educandos? 2- É realizado algum uso desses equipamentos por professores de Língua Portuguesa, visando o letramento? 3- Como o professor de Língua Portuguesa pode, junto com seus alunos, se apropriar dessa tecnologia para promover a leitura de gêneros envolvendo práticas de multiletramento? 4- O que o professor necessita saber sobre linguagem e tecnologia para tornar esse uso proficiente e qual a relação disso com a formação inicial do professor? Coletaram-se os dados para averiguar a hipótese inicial, responder às perguntas de pesquisa e propor alternativas de uso dessas tecnologias. Sobre a formação do professor, analisaram-se também as grades curriculares dos cursos de letras de três universidades do Estado de São Paulo. É uma pesquisa de natureza aplicada. Adotou-se uma metodologia mista, composta de pesquisa bibliográfica, pesquisa qualitativa, quantitativa e pesquisa-ação. A fundamentação teórica utilizada trata do contexto da contemporaneidade, das TIC e dos estudos de linguagem. Os resultados obtidos confirmaram a hipótese incial. A aplicação de sequências didáticas também forneceram dados que apontaram o uso das TIC como um mobilizador da atenção e interesse dos alunos, podendo auxiliar na leitura de gêneros e no processo de multiletramento. É possível concluir também que o uso das TIC demanda mudança de paradigma na formação inicial dos professores. / The central theme of this work is the use of Information and Communication Technologies (ICT) in the context of teaching and learning Portuguese language and implications for teacher degree. Its justified by the social and educational relevance theme and by lack of studies about the use of these technologies in that context. Data collected in interviews with 05 Principals, 06 Portuguese Teachers and 30 students of the 9th year of Elementary Education from Municipal network of Taubaté/SP, Brazil. The study started from hypothesis that, although already exist available equipment in schools surveyed, these would not be sufficient in number and were not being used to assist Portuguese Language teaching, with a focus on reading and multiliteracy practices. The survey questions were: 1- What equipment is available to educators and students? 2- Do the Portuguese Language teachers use this equipment for literacy? 3- How can the Portuguese Language teachers and their students, take ownership of this technology to promote the reading and the multiliteracy practices? 4- What the teacher needs to know about language and technology to make this use proficient and what is the relationship with Teachers Graduate? It was collected data to determine the initial hypothesis, responding to survey questions and propose alternatives for the use of these technologies. The survey analyzed the curricular of three Teachers Graduate (in Arts) of São Paulo State universities to know how the teachers graduate prepares the teachers to use ICT. It is an applied survey. It adopted a mixed methodology consisting of bibliographic research, qualitative research, quantitative and action research. It used a theoretical foundation about the contemporaneity, about the ICT and the language studies. The obtained results confirm the initial hypothesis. The application of didactic sequences provided data that suggest the use of ICT can mobilize the attention and interest of students, and can assist in the reading of genres and in the process of multiliteracy. It is also possible to conclude that the use of ICT demand paradigm shift in Teachers Graduate.

Made available in DSpace on 2016-07-18T17:54:19Z (GMT). No. of bitstreams: 1 CELIA DISSERTACAO_07_03_2013 novo.pdf: 802727 bytes, checksum: e46d8f0e5e1e13089d677e85384f566b (MD5) Previous issue date: 2013-02-27 / This qualitative research aimed to analyze the conceptions of students and teachers on the use of information and communication technologies (ICT), in particular the use of the Internet and its contributions to the improvement of learning in a public school in the town of Teodoro Sampaio - SP -. The specificity of the study object approached the approach for the definition of a case study involving bibliographic research, desk research and field work. The data were obtained through semi-structured interviews with 10 students and 5 teachers from the school selected for this research. The central concern was to seek identify qualitatively how and to what extent such use has been able to help achieve the objectives proposed above. From the survey of the theoretical framework and the data collected content analysis was used in an attempt to raise and discuss some of the elements involved in pedagogical work of the teachers with the Internet and some difficulties encountered by them in the course of the work in computer room, aiming at, from the analysis of a specific reality, contribute to the improvement of the educational process as a whole in our country. What we see in our research and the existence of a large paradox: on one side we have a society immersed in the immense ocean of information that the Internet has presented us with a great number of children using the ICT from the cradle in his personal life, on the other hand we have a school - to which these children are sent - that still develops practices of the past century, because the prey due to tractional structures remain closed the rapid innovations, as is the case of information and communication technologies.Before the results of our research, we believe that we need renewing, and we need to surrender to methods that add to our classes, which stimulate our students to participate them, making with that see the importance of the content, and feel the relationship between theory and practice, they comply to the interdisciplinarity in the classroom and that, above all, feel within the learning process. / Este trabalho refere-se à pesquisa desenvolvida junto ao Programa de Pós Graduação, Mestrado em Educação, e à linha de pesquisa Formação e Prática Docente dos Profissionais de Ensino da UNOESTE- PP. O estudo de natureza qualitativa teve como objetivo analisar as concepções de alunos e professores sobre o uso das tecnologias da informação e comunicação (TIC), em especial o uso da Internet e suas contribuições para a melhoria da aprendizagem em uma escola pública da cidade de Teodoro Sampaio SP . A especificidade do objeto de estudo encaminhou a abordagem para a delimitação de um estudo de caso envolvendo pesquisa bibliográfica, pesquisa documental e trabalho de campo. Os dados foram obtidos por meio de entrevistas semiestruturadas junto a 10 alunos e 5 professores da escola selecionada para esta pesquisa. A preocupação central foi a de buscar identificar qualitativamente como, e em que medida, tal utilização tem conseguido contribuir para alcançar os objetivos acima propostos. A partir do levantamento do referencial teórico e dos dados coletados utilizou-se a análise de conteúdo buscando levantar e discutir alguns dos elementos intervenientes no trabalho pedagógico dos professores com a Internet e algumas dificuldades encontradas por eles no decorrer dos trabalhos na sala de informática. O que constatamos em nossa pesquisa é a existência de um grande paradoxo: de um lado temos uma sociedade imersa no imenso oceano de informações que a Internet tem nos apresentado, com uma grande quantidade de crianças utilizando as TIC desde pequenas em sua vida pessoal, por outro lado temos uma escola para onde estas crianças são encaminhadas que ainda desenvolve práticas do século passado, pois presa a estruturas tradicionais, o que faz que permaneçam fechadas as inovações rápidas, como é o caso das tecnologias da informação e comunicação. Diante dos resultados de nossa pesquisa, entendemos que é preciso renovar, é preciso se render aos métodos que acrescentem as nossas aulas, que estimulem nossos alunos a participarem delas, fazendo com que vejam a importância do conteúdo, que sintam a relação existente entre a teoria e a prática, que observem a interdisciplinaridade em sala de aula e que, acima de tudo, se sintam dentro do processo de aprendizagem.

Aims/Objectives: The objectives of this thesis were to examine and discuss the existing information and communication technology (ICT) tools used in the healthcare sector for older adults with dementia, the benefits and challenges of using these ICT tools from the perspective of older adults with dementia and their health care providers. Research methods: Data was collected using semi-structured interviews with older adults with dementia and health care providers and managers at a nursing home in Nigeria. All interviews were audio recorded with the consent of the research participants and then transcribed verbatim. All interview transcripts were analyzed using qualitative content analysis using the deductive approach. The coding scheme used for data analysis was derived from an existing framework called the Human-Organization-Technology fit (HOT) Framework. In addition, existing literature were reviewed on the use of ICT tools by older adults with dementia, their caregivers and their health care providers. Empirical findings: A total of six participants were interviewed for this study: two older adults with dementia, two nurses and two managers (one senior manager and one manager from the medical team). One older adult was 72 years old and was diagnosed with dementia one year ago. The other older adult was 70 years old and was diagnosed with dementia two years ago. The nurses that I interviewed have been working at this nursing home for 3 and 4 years respectively. The mangers that I interviewed have also been working at this nursing home for 3 and 4 years respectively. Two ICT tools are currently being used at this nursing home: 1) a GPS tracker and 2) a device that assists older adults with their daily activities. Eight themes emerged from the interviews: system quality, service quality, user satisfaction (perceived usefulness), system use, user expectation, organization structure, organization environment and net benefits. Conclusion and Future research: This study demonstrated that older adults with dementia and their caregivers (i.e. nurses) perceived the GPS tracker and the ADL assistant as userfriendly and helpful for supporting the daily activities. Most of the existing research on ICT tools used for dementia care have been conducted in North America and Europe. Therefore, there is a need for more research in Africa.

Utifrån semistrukturerade intervjuer och en tematisk analys utforskas studie- och yrkesvägledares upplevelser utifrån att arbeta under restriktionerna på grund av covid-19 pandemin. Vägledarna presenterar hur deras upplevelser om vägledning med hjälp av digitala verktyg är relativt goda, trots att det funnits en viss skepsis till denna typ av vägledning hos flertalet informanter innan de prövat på den. Trots att uppfattningen om e-vägledning på distans i sin helhet är god har hinder upptäckts. Tidskrävande tekniska problem gynnar inte kommunikationen, men främst upplevs en avsaknad av kroppsspråk, relationsbyggande och möjligheten att använda vägledningsmetoder. Utifrån resultaten används CIP-teorins begreppsapparat för att diskutera hur e-vägledning kan användas som ett komplement till traditionell vägledning, med vilka individer och vilka förutsättningar som krävs. Enklare samtal med självständiga vägledningssökande kan med gott resultat även göras digitalt medan det kan finnas utmaningar med att digitalt vägleda sökande som behöver mycket individuell hjälp att vidga sina perspektiv. Vägledare bör dock utveckla sina färdigheter att genomföra utmanande samtal digitalt då e-vägledning också kan nå individer som annars inte kan ta del av någon vägledning, utifrån till exempel psykisk ohälsa och socioekonomiska förutsättningar. Trots hinder presenterar resultatet anledningar för vägledare att fortsätta utforska möjligheter med e-vägledning, där en ökad tillgänglighet är det främsta argumentet. Det finns en möjlighet att skiftet mot ökad e-vägledning blir enklare än vad som tidigare befarats. / Using semi structured interviews and a thematic analysis, this study explores the experiences of Swedish guidance counselors about working during the restrictions set by the covid-19 pandemic. The counselors present how their experiences of career guidance using digital tools has been relatively positive, despite earlier being skeptical of this method of guidance. Although the experiences of digital guidance were mainly positive, some obstacles have been identified. Time-consuming technical difficulties does not promote the communication and the lack of body language, relationship building, and the difficulty using guidance methods has been the main issues experienced. The results have been analyzed using the conceptual framework of the CIP-theory to discuss how digital guidance can be used as a complement to traditional career guidance, with what individuals, and what prerequisites need to be in place. Less complex discussions with independent clients could be held digitally, whereas it can be challenging to digitally guide clients who need a lot of individual support of a more explorative nature. There is nevertheless a reason for guidance counselors to develop skills to be able to have e-guidance sessions of a more challenging nature as well. The reason being that digital guidance is a way to reach individuals who normally cannot take part in any form of career guidance, because of mental health issues or socioeconomic factors. Despite the obstacles, the result presents reasons for counselors to keep exploring the opportunities of e-guidance, with an increased accessibility being the main argument for this. There is reason to believe that the transition towards an increased use of e-guidance will be easier than previously thought.