My dissertation thesis deals with information and communication technologies in the context of education and their impact on the subsequent quality of life of individuals with sight impairment. The work shows that it appears essential to provide pupils and students with impaired sight not only with the standard volume of knowledge, but also with specific and social skills and competences which will become a tool compensating their impaired sight handicap. The objective of the practical section of my thesis consists in determining the specifics of the process of instruction of pupils and students with sight impairment focussed on information technologies and in comparing the acquired data with research results aimed at the majority population of pupils and students. The said issues were analysed using the quantitative procedure of questionnaire research and evaluated under the application of frequency statistics. The testing of hypotheses was based on the Chi-square independence test. The research also incorporated the target group of parents of pupils with sight impairment and their teachers. Significant factors affecting the optimisation of the education and instruction process as a whole in the above mentioned target groups were determined and compared. Based on the acquired data and their statistic evaluation I succeeded to prove a significant correlation between the level of acquired competences in the field of information and communication technologies and the level of sight impairment. The results of the empiric section also suggest that the education of students with impaired sight within the mainstream educational process shows considerable reserves as compared with the educational process applied in special schools for pupils with a health handicap. The theoretical section of my thesis is divided into three chapters focussed on the conceptual and material specification and definition of the problem. The introductory chapter deals with the theoretical issues of sight impairment and the individuals with this type of handicap. The second chapter presents the system of the education of pupils and students with impaired sight and the concluding chapter deals with information and communication technologies as the tools compensating the information deficit in individuals with sight impairment. In co-operation with the Special Educational Centre based in České Budějovice, the results of my dissertation thesis will present the basis of recommendations targeted at an optimised formation of specific skills and competences in pupils with impaired sight educated within the mainstream educational process. The theoretical output of my thesis will result in study materials for the branch of specific educational studies in the Faculty of Health Care and Social Studies of the University of South Bohemia.

The aim of the research was to investigate the relationship between facilitation, computer software and the learner in teaching a computer-integrated lesson. South Africa has recently changed their education system from that of content-based to that of outcomes-based. With these changes came the introduction of e-Education. The Government e-Education goal is that every South African learner in the general and further education and training bands will be ICT (Information and Communication Technology) capable by 2013. Educators are expected to facilitate these classes without having being trained as facilitators in a computer environment. Most educators’ follow an instructivist mode of teaching and the researcher decided to do a case study at a school in the Western Cape to investigate the role of an educator in a computer environment. The researcher also wrote the computer-mediated software for the educator to use in his lesson. The software was written for a lesson on Physical Science which was not the field of study of the educator. The educator, however, is a computer technician. These issues raised questions as to what the methodology of teaching of this educator would be, how would the learners interact with the facilitator and the content and to what degree learning would take place with regards to transfer of skills and knowledge. From the literature survey the researcher compiled a checklist of what the role of an educator in a computer environment should be whereby the educator was assessed. A questionnaire was compiled whereby the learners evaluated the software that was used for this computer integrated lesson. The learners had to write a pre- and post-test to determine whether content was transferred in this lesson and they were asked to perform a practical experiment to determine their skills. This dissertation shows how good facilitation, coupled with pedagogically well-designed software and good learner participation leads to a successful learning community. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Curriculum Studies / unrestricted

In this study, I investigated the interactions between multiple intelligences and performance of learners in open-ended digital learning tasks, and to suggest possible approaches to the teaching and learning process using computers in Tanzania. With the current introduction of computers in the education system in Tanzania, the qualities of instruction and learner participation in learning computer application skills and achievement have not necessarily shown improvement (Nelson, Post,&Bickel, 2003; Tilya, 2003). It is imperative for computer teachers to know the pedagogical strategies that can help them use the current technology effectively. Researchers in instructional design have suggested instructional methods that incorporate methods that encourage the use of learner-centered instruction, incorporating activity oriented methods, and problem solving that are designed around real-world problems (Huba&Freed, 2000). Learners will be able use their knowledge effectively, reveal their uniqueness as learners, and learn computer application skills in a social setting (Gardner, 1983; Wiggins, 1993, 1998; Teele, 2000; Huba&Freed, 2000). The theory of multiple intelligences by Howard Gardner (1983) was used as the theoretical framework for this study. The theory postulates that that everybody has at least eight intelligences which reflect different ways of interacting with the world. In an effort to achieve quality learning, learning must be based on multiple approaches with a series of activities which are authentic in nature and have to be completed by the learners. The study was conducted in Tanzania using a qualitative research design. Four secondary schools were selected and 40 learners doing computer studies course participated in the study. Four intelligences from the theory of multiple intelligences were assessed: logic-mathematical, verbal-linguistic, visual-spatial and interpersonal intelligences. Assessment was done using performance assessment procedures. The findings indicated that there are distinctive intelligence profiles apart from the four intelligences that were investigated in this study. Despite the intelligence profiles of the learners, didactical issues that will enhance ICT adoption in the education environment are important. These include the use of authentic tasks, performance assessment to acknowledge learners unique performance abilities across several intelligences and teachers familiarization in the use of performance assessment procedures. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2008. / Curriculum Studies / unrestricted

>Magister Scientiae - MSc / An analysis of South African school mathematics results indicates that one of the problem areas in the mathematical performance of learners is proof and proving. In an endeavour to improve the mathematical proving ability of first year students at UWC, the MAM 112 class (a first year elective mathematics course) was taught a course in elementary logic. In the initial part of the study, logic puzzles were utilized as a tool to teach students to make logical connections between and from mathematical statements using the rules of inference. Subsequently research was done to determine if knowledge and understanding of logic would translate into improved proving abilities of students. To put proof and proving into perspective the origins and functions of proof was explicated and proving in South African schools was investigated. Consequently reasons are advanced for the dismal high school mathematics results in terms of proof and possible solutions are discussed. Recent discoveries of neuroscience are utilized to delineate the brain structures and cognitive processes involved in learning so as to gain a better understanding of the learning of mathematics. The findings of neuroscience, cognitive psychology and educational psychology are employed to elucidate the influence of emotion, confidence, experience and practice on the learning of mathematics in order to determine which factors can be applied to improve the proving abilities of students. The findings of the study indicate that knowledge of logic does help to improve the ability of students to make logical connections (deductions) between and from statements. The results of the study, however, do not indicate that knowledge and understanding of logic translates into improved proving ability of mathematical statements by students.

Information, communication and broadcasting convergence is changing the business landscape in South Africa, as organisations adopt new converged information, communication technology (ICT) products and services to satisfy the needs of customers. Simultaneously, major changes are taking place in the South African telecommunications business environment creating new marketing opportunities and threats for Telkom SA, the only fixed line telecommunication operator in South Africa. Some of the findings of the study are • the commodization of the fixed line telecommunication network • political and regulatory changes are reshaping the telecommunications landscape by allowing the entry of new competitors • new technological innovations in Information Communication Technology (ICT) and mobile communication is driving change • social and economic change is fueling the speed of environmental change poor economic climate is quickening the competitive pace amongst South African businesses forcing them to attain efficiencies and effectiveness for survival • organisations worldwide are competing for limited resources and markets and turning to ICT to achieve their objectives • customer needs are changing - demanding better and innovative communication products and services - providing opportunities to competitors • the Internet is reshaping traditional business models as businesses are seeking to establish competitive advantages through the Internet • the migration of the Internet to the mobile telephony sector These changes are creating new marketing opportunities and threats for South African fixed line telecommunication operators and are threatening the survival of fixed line telecommunication operators worldwide and in South Africa. Information Technology, broadcasting and telecommunication technology convergence, has created many new ICT products and services opportunities that telecommunication competitors are offering existing customers of the fixed line operators network indicating lethargy from their side. In order for the fixed line operators to survive they must apply innovation and revise their strategic planning models. / Business Management / DCOM (Business Management)

The world today is continuously influenced by ever-changing technological developments introducing new knowledge and applications into society’s culture, and social, political, and educational environments (Angeli & Valanides, 2009:154). Consequently, the educational environment as a branch of human knowledge needs to be redesigned in order to keep pace with current technological developments. Technological integration in education is inevitable and teachers are faced with the challenge of being competent ICT users. Internationally, there is growing consensus that the integration of ICT in education increases 21st-century learners’ skills (Blignaut, Hinostroza, Els & Brun 2010:89). Technology offers learners a better understanding of concepts with the use of visual interactions that enable them to store it in their long-term memories. For most teachers this is an obstacle, because the use of Information Communication Technology (ICT) was not included as part of their teacher training programmes (Tropakci, n.d.:1; Afshari, Bakar, Luan, Samah & Fooi, 2009:89). By obvious implication, 21st-century learners require teachers who are knowledgeable and possess technological skills so that they can facilitate technology-integrated lessons. This study investigated secondary-school teachers’ Information Communication Technology competencies in classroom practices within Bojanala District, North West Province, South Africa in order to suggest a strategy that could assist teachers in effectively integrating ICTs in teaching and learning. As a former Computer Application Technology (CAT) teacher, I was prompted to conduct this study by my involvement, experiences and observations of using ICT in teaching and learning. The picture of teachers’ ICT competencies in the Bojanala District where the fieldwork was conducted indicates that of the 134 secondary schools in the district only 25 have integrated ICTs into their teaching and learning. Furthermore, some secondary schools in the district have computer laboratories that are not being utilised. This indicates that the participating teachers were not competent ICT users, with no strategy that could be implemented to assist them in effectively integrating ICTs in their classroom practices. Despite the introduction of the South African policy on e-Education in the education system, little has been done in terms of its implementation. According to this policy, every learner in the General Education Training (GET) and Further Education Training bands (FET) should have been technologically savvy by 2013 (DoE, 2004:17). The research question guiding this study was: What are secondary school teachers’ ICT competency skills in classroom practices? The study was grounded in the interpretive epistemological paradigm. I employed a qualitative research method and the research design comprised collective or multiple case studies. Four secondary schools were selected on the basis of their proximity to my residence. Eight secondary-school teachers were invited to participate in this study. These teachers were purposively sampled on the basis of their expertise in the use of ICTs in teaching and learning. The data collection strategies were semi-structured interviews, non-participant observation and document analysis. Data analysis was done according to the four key steps of the data analysis process suggested by Anderson (209:156,157), while the procedure of analysing data which was adapted from Creswell (2007:214). Ethical consideration was maintained by not disclosing participants’ personal information. To ensure trustworthiness in this study, four issues were established, namely credibility, transferability, dependability and transferability. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The study investigated the effect of accessibility and utilization of electronic resources by academic staff on productivity at the University of Calabar and the University of Ibadan, Nigeria. In order to determine the effect of accessibility and utilization of e-resources on productivity of academic staff, a lone hypothesis was formulated thus: there is no significant correlation between accessibility and utilization of e-resources and productivity of academic staff in Nigerian universities. The study adopted quantitative approach as research paradigm; with survey and bibliometrics as research methods. Questionnaire was used as the primary instrument for data collection on accessibility and utilization of e-resources and productivity of academic staff in the study. The population of 2035 academic staff and sample size of 586 academic staff were used for the study, and a response rate of 55.29% was obtained for data analysis. The data for the study were analysed with SPSS. The finding of the study revealed that there is significant correlation between accessibility and utilization of e-resources and productivity of academic staff at the surveyed universities (r=0.135; p=0.004), especially at the level of international publication (r=0.158; p=0.004). The study concluded that there is a positive effect due to accessibility and utilization of e-resources on productivity at the surveyed universities. Further findings of the study revealed a low level of electronic information environment at the surveyed universities in relation to global practices; although, the University of Ibadan was found to have a better electronic information environment than the University of Calabar. The result from questionnaire survey revealed that the University of Calabar was more productive than the University of Ibadan; the converse was obtained with bibliometric analysis as the University of Ibadan was found to be more productive than the University of Calabar. From the findings of the study the influence of demographic variables (discipline, gender, age, education and professional rank) on accessibility and utilization of e-resources was not significant at the surveyed universities. The study recommended increased investment in ICT facilities at the surveyed universities to promote increase in accessibility and utilization of e-resources by academic staff in research. / Information Science / D.Litt et. Phil. (Information Science)

Library automation is approaching its 90th birthday (deduced from Pace, 2009:1), and many librarians no longer remember the inefficiencies of the manual systems that were previously in place. For some, however, automation has not gone nearly far enough. In this second decade of the new millennium some libraries in Lesotho face multiple challenges in automating their services while libraries internationally are staying relevant by rapidly adapting their services to address the needs and demands of the clients. It was anticipated that full library automation is a prerequisite for delivering 21st-century library services and the researcher embarked on a process to establish whether libraries belonging to the Lesotho Library Consortium (LELICO) have automated to the extent where they will be able to provide the services that are currently in demand. The purpose of this study was to analysewhether full library automation is indeed a prerequisite for libraries to offer the services required in the current millennium. The study focused on LELICO member libraries. Benchmarking was done with selected South African academic libraries. Data were collected by means of interviews with all respondents, namely, LELICO member libraries, librarians from South African libraries and with international system vendors operating from South Africa. The study found that LELICO member libraries are indeed lagging behindin terms of service provision. LELICO member libraries do not appear to understand; which library services are possible when state-of-the-art technology is fully implemented. The study found furthermore that the laggard status is caused by factors such as a lack of funding, too few professional staff and ineffective support from management. These and other findings helped formulate recommendations that would underpin a renewal strategy for LELICO. The proposed recommendations include that LELICO should deliver a more meaningful service to its current members. LELICO member libraries should be using technology more effectively in their operations and good relationship between a system vendor and its clients should be seen as an asset that should be maintained.LELICO should be playing a key role in making change a reality. / Information Science / M.A. (Information Science)

The world today is continuously influenced by ever-changing technological developments introducing new knowledge and applications into society’s culture, and social, political, and educational environments (Angeli & Valanides, 2009:154). Consequently, the educational environment as a branch of human knowledge needs to be redesigned in order to keep pace with current technological developments. Technological integration in education is inevitable and teachers are faced with the challenge of being competent ICT users. Internationally, there is growing consensus that the integration of ICT in education increases 21st-century learners’ skills (Blignaut, Hinostroza, Els & Brun 2010:89). Technology offers learners a better understanding of concepts with the use of visual interactions that enable them to store it in their long-term memories. For most teachers this is an obstacle, because the use of Information Communication Technology (ICT) was not included as part of their teacher training programmes (Tropakci, n.d.:1; Afshari, Bakar, Luan, Samah & Fooi, 2009:89). By obvious implication, 21st-century learners require teachers who are knowledgeable and possess technological skills so that they can facilitate technology-integrated lessons. This study investigated secondary-school teachers’ Information Communication Technology competencies in classroom practices within Bojanala District, North West Province, South Africa in order to suggest a strategy that could assist teachers in effectively integrating ICTs in teaching and learning. As a former Computer Application Technology (CAT) teacher, I was prompted to conduct this study by my involvement, experiences and observations of using ICT in teaching and learning. The picture of teachers’ ICT competencies in the Bojanala District where the fieldwork was conducted indicates that of the 134 secondary schools in the district only 25 have integrated ICTs into their teaching and learning. Furthermore, some secondary schools in the district have computer laboratories that are not being utilised. This indicates that the participating teachers were not competent ICT users, with no strategy that could be implemented to assist them in effectively integrating ICTs in their classroom practices. Despite the introduction of the South African policy on e-Education in the education system, little has been done in terms of its implementation. According to this policy, every learner in the General Education Training (GET) and Further Education Training bands (FET) should have been technologically savvy by 2013 (DoE, 2004:17). The research question guiding this study was: What are secondary school teachers’ ICT competency skills in classroom practices? The study was grounded in the interpretive epistemological paradigm. I employed a qualitative research method and the research design comprised collective or multiple case studies. Four secondary schools were selected on the basis of their proximity to my residence. Eight secondary-school teachers were invited to participate in this study. These teachers were purposively sampled on the basis of their expertise in the use of ICTs in teaching and learning. The data collection strategies were semi-structured interviews, non-participant observation and document analysis. Data analysis was done according to the four key steps of the data analysis process suggested by Anderson (209:156,157), while the procedure of analysing data which was adapted from Creswell (2007:214). Ethical consideration was maintained by not disclosing participants’ personal information. To ensure trustworthiness in this study, four issues were established, namely credibility, transferability, dependability and transferability. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Sustainable performance of buildings has become a major concern among construction industry professionals. However, sustainability considerations are often treated as an add-on to building design, following ad hoc processes for their implementation. As a result, the most common problem to achieve a sustainable building outcome is the absence of the right information at the right time to make critical decisions. For design team members to appreciate the requirements of multidisciplinary collaboration, there is a need for transparency and a shared understanding of the process. The aim of this study is to investigate, model, and facilitate the early stages of Building Information Modelling (BIM) enabled Sustainable Building Design (SBD) by formalising the ad hoc working relationships of the best practices in order to standardise the optimal collaboration workflows. Thus, this research strives to improve BIM maturity level for SBD, assisting in the transition from ad hoc to defined , and then, to managed . For this purpose, this study has adopted an abductive research approach (iterative process of induction and deduction) for theory building and testing. Four (4) stages of data collection have been conducted, which have resulted in a total of 32 semi-structured interviews with industry experts from 17 organisations. Fourteen (14) best practice case studies have been identified, and 20 incidents narratives have been collected applying the Critical Decision Method (CMD) to examine roles and responsibilities, resources, information exchanges, interdependencies, timing and sequence of events, and critical decisions. As a result, the research has classified the critical components of SBD into a framework utilising content and thematic analyses. These have included the definition of roles and competencies that are essential for SBD along with the existing opportunities, challenges, and limitations. Then, Schedules of Services for SBD have been developed for the following stages of the RIBA Plan of Work 2013: stage 0 (Strategic Definition), stage 1 (Preparation and Brief), and stage 2 (Concept Design). The abovementioned SBD components have been coordinated explicitly into a systematic process, which follows Concurrent Engineering (CE) principles utilising Integrated DEFinition (IDEF) structured diagramming techniques (IDEF0 and IDEF3). The results have identified the key players roles and responsibilities, tasks (BIM Uses), BIM-based deliverables, and critical decision points for SBD. Furthermore, Green BIM Box (GBB) workflow management prototype tool has been developed to analyse communication and delivery of BIM-enabled SBD in a centralised system (Common Data Environment, CDE). GBB s system architecture for SBD process automation is demonstrated through Use Case Scenarios utilising the OMG UML (Object Management Group s Unified Modelling Language) notation. The proposed solution facilitates the implementation of BIM, Information Communication Technology (ICT), and Building Performance Analysis (BPA) software to realise the benefits of combining distributed teams expertise holistically into a common process. Finally, the research outcomes have been validated through academic and industrial reviews that have led to the refinement of the IDEF process model and framework. It has been found that collaborative patterns are repeatable for a variety of different non-domestic building types such as education, healthcare, and offices. Therefore, the research findings support the idea that a detailed process, which follows specified communication patterns, can assist in achieving sustainability targets efficiently in terms of time, cost, and effort.