Resumo: Atualmente, vivemos em uma sociedade onde o uso e a produção das Tecnologias de Informação e Comunicação - TIC's - se ampliam a cada instante. Logo, a Educação por se caracterizar como uma instituição formal responsável pela produção do conhecimento, fazendo parte desta sociedade moderna, deve ter o compromisso também de formar cidadãos mais humanos que possam fazer uso destes recursos a favor do bem comum. Em vista disso, a presente pesquisa científica, apresentou como principal finalidade investigar como formar educadores para utilizar as TIC's como ferramentas na potencialização de projetos, visando à vivência, reflexão e desenvolvimento de certos valores humanos no ambiente educacional, tais como: a cooperação, solidariedade, respeito, responsabilidade, diálogo, paz, entre outros. Para tanto, foram tomadas duas frentes: uma formação continuada e uma formação em serviço, a fim de adotar uma nova proposta metodológica. A pesquisa se desenvolveu em dois contextos: em uma escola municipal de Junqueirópolis (SP) e em uma escola estadual de Presidente Prudente (SP). Na escola de Junqueirópolis (SP), ocorreu a realização de um curso de formação continuada oferecido...(Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Nowadays, we live in a society where the use and the production of Information and Communication Technologies - ICT - are amplified all the time. Since the education is characterized as a formal institution responsible by the knowledge production that makes part of this new society, it should also have the commitment to graduate more human citizens that can use these resources in behalf of common benefits. Because of it, this scientific research has presented as its main finality to investigate how to graduate educators to use the ICT as tools in the project potencialization, searching for experience, reflection and development of certain human values, such as: cooperation, solidarity, respect, responsibility, dialogue, peace, and others, in the educational environment. Two ways were used to make it: a continuous formation and a service one, so that a new methodological propose could be adopted. The research has developed into two contexts: in a town school of Junqueirópolis (SP) and in a state one of Presidente Prudente (SP). At school of Junqueirópolis (SP) there was the accomplishment of a continuous formation course and it was offered to forty educators from the initial degrees of the Basic Teaching and Infant Education to familiarize...(Complete abstract, click electronic access below) / Orientador: Elisa Tomoe Moriya Schlünzen / Coorientador: José Armando Valente / Banca: Maria Suzana de Stefano Menin / Banca: Ivani Catarina Arantes Fazenda / Mestre

South Africa’s rural communities have received Information and Communication Technologies services through initiatives such as tele-centres, living labs, Thusong service centres and donations of computer applications. There is need, with little plans in place to ensure that the rural communities will benefit from those initiatives. As a result of this, it is necessary to establish a framework for implementing Information and Communication Technologies for development initiatives in order to ensure successful implementation of these initiatives in rural communities. Literature shows that in order to successfully implement an ICT initiative for rural communities, there should be active engagement with ICT stakeholders, consultation of Information and Communication Technologies policies, presence of ICT infrastructure, ICT services, monitoring, evaluating, training and maintenance. Current literature on ICT developments shows that in order to successfully implement an ICT initiative for rural communities, there should be active engagement with ICT stakeholders, consultation of ICT policies, and presence of ICT infrastructure, ICT services, monitoring, evaluating, training and maintenance. Unstructured interviews were used as a research method to collect primary data that was used as a basis to develop the proposed framework. Findings from the studies carried out indicated that several ICT4D initiatives which were abandoned due to challenges such lack of proper resources, trainings, lack of local content, access, lack of ownership and lack of stakeholders’ involvement. This study presents a framework for implementing ICT for development initiatives in rural communities which has been developed in order to reduce the number of initiatives that are abandoned or which end up not serving their intended purpose in rural communities of South Africa.

M.Ed. / Infusing Information and Communication Technologies (ICTs) into the teaching and learning of Mathematical Literacy Located in the qualitative research paradigm, this study was conducted in eight Gauteng Department of Education schools in the Ekurhuleni North District 6, in Gauteng South Africa and aimed to investigate the use of ICTs in the teaching and learning of Mathematical Literacy. This study focused on how Mathematical Literacy teachers use ICTs to enhance their teaching and learning. In addition, teachers’ attitude, ICT competency as well as the challenges that they face in using ICTs to enhance the teaching and learning of Mathematical Literacy was investigated. Not only is knowledge of ICTs important but the competence of ICT users, namely teachers and learners requirements need to be illuminated through extensive and intensive research. For this reason, this study could, despite its limitations, pave the way for far more elaborate studies to be conducted. This study will contribute towards an understanding of teachers’ experiences of the use of ICTs in South African classrooms. The need exists for teachers to be trained in computer literacy skills and technology skills as well as for school management and the Department of Education (DoE) to provide the necessary support that is deemed essential for the successful use of ICTs in the teaching and learning of Mathematical Literacy. The findings of this study suggests that unless school management and the DoE providethe necessary training and support for teachers, the likelihood of attaining the goal of all learners being ICT literate by 2013, may not be realised.

M.Com. (Business Management) / Information and Communication Technology (ICT) is pervasive in tertiary education, commerce and industry, yet many disadvantaged rural areas and townships lag behind in technological development. For example, in rural schools students have weak ICT background and consequently their progress at tertiary education level and career choices suffer, easpecially in the urban career context. This study sought to identify the urban-rural divide in ICT and determine the causes. Questionnaires were distributed to a purposive sample of 196 students at the University of Johannesburg, Doornfontein Campus. The results show that practical use of computers starts at high school ages between 11 and 15 years. The computer instructions are less pronounced. There have been some ICT development initiatives by government and some other organisations although not well coordinated. The resource needs for uninhibited expansion of ICT include computers, connectivity and skilled educators. Despite the current efforts, rural areas and townships lag behind for various reasons such as; technological under-development, low literacy levels and poverty. Thus students from these disadvantaged communities are constrained in career choices and also struggle to cope at university because of the demand for ICT ability. The pervasiveness of ICT in all walks of life has created a digital divide to the extent that township and rural folk remain marginalised although Internet cafes have played a part in making ICT somewhat accessible. The explosion in mobile telephony and its widespread use even in rural areas have immense potential for ICT growth. However, education and awareness campaigns on the utility of cell phones as a medium for ICT will be essential. A renewed focus on computer education in primary school learners will “catch them young” and revolutionalise the ICT in South Africa. The development in ICT will require further substantial investment in ICT infrastructure and hardware as well as improving the skills of educators. The digital divide need be closed so that marginalised rural areas and townships can also derive the socio-economic benefits that ICT bring. Education will raise the literacy thresholds, which will increase awareness of the potency of ICT. Use of local language and content on the Internet will enhance its cultural relevance and acceptability. ICT is a global phenomenon and South Africa cannot afford to take a back seat.

Magister Scientiae (Physiotherapy) - MSc(Physio) / The use of information and communication technology to support physiotherapy students in South Africa Over the past few decades, there has been a global shift toward the use of information and communication technology (ICT) in healthcare, which has been shown to enhance the support provided to healthcare professionals, as well as to improve service delivery, patient care and student education. This study aims to investigate the use of ICT at South African universities to provide support to physiotherapy students and what the experiences and perceptions of those students are on the use of ICT as a means of receiving support. The study design was a cross-sectional, descriptive survey using a self-administered questionnaire. The survey population included all of the undergraduate physiotherapy students (n=1105) from six of the eight universities offering the physiotherapy degree in South Africa. The sample size consisted of the 529 students from the survey population who had completed and returned questionnaires, indicating a response rate of 47.8%. The results of the study showed that the use of ICT varied according to racial demographics, as well as the university attended and that there was a preference among students (94.7%) for face-to-face contact as the method by which support was accessed. Furthermore, confidence in the use of ICT for research and in promoting academic development was low (42.9% and 39.1% respectively), which raises concerns with the shift in healthcare toward evidence-based practices. In conclusion, there is a concern that with the move toward community based service delivery in South Africa, certain groups of physiotherapy students may not be well placed to make use of ICT services as a means of accessing support.

Masters of Commerce / Information and Communication Technology is a mixed set of technological tools and resources used to create and manage information. It involves technologies such as radio, television, video, DVD, telephone (both fixed line and mobile phones), satellite systems, computer (network hardware and software) as well as the tools and services associated with these technologies. ICT is increasingly seen as a major enabler of efficiencies and a catalyst for innovations. With adequate skills to effectively use ICT, it can also prove to be a foundation upon which sustainable socio-economic developments can be built. The problem in South Africa, however, is that of a severe shortage of technical skills in the ICT sector. The paradox is that despite the efforts at national, provincial and organisational levels to redress the shortage of skills, the problem persists. The aim of this study thus, was to understand the magnitude of skills shortages in under-developed areas of the Eastern Cape, so as to inform corrective measures. The Actor Network Theory (ANT) was used mainly as an analytical framework to analyse the problem of e-Skills shortages in South Africa. ANT helped in framing the context of the problem. It offered useful lenses of viewing the e-Skills development phenomenon as a network of stakeholders (actors), subjects (actants), processes and a determinant of information flows within the e-Skills development network. The study was mostly descriptive (and partly explanatory), seeking to clarify the status quo, the causes, and ultimately, to explore appropriate solutions. The interpretive approach was followed to conduct qualitative research. In this instance, a purposive sampling method was used to draw participants mainly from un/employed grade 12 (grade 12) graduates of 26 participants, consisting of 18 to 35 years of age. Participants were also drawn from high-level management in the training and development organisations and local employers of ICT graduates of Centane and Butterworth villages in the Eastern Cape. Content analysis technique was used to analyse and interpret data. Findings do reflect a severe lack of basic ICT skills, with causal factors varying from a lack of awareness about ICT careers, to a lack of access to ICT tools, with the majority of the affected grade 12 graduates neither being employed nor doing any tertiary studies. It is therefore recommended for the government to revisit the e-Skills policy and its implementation structures in rural areas. The Department of Education (DoE) in the Eastern Cape should also create educational networks that will provide remote schools with low cost, but high performance Internet access. A re-look into the general quality of education in rural areas is also urgent.

Philosophiae Doctor - PhD / The research reported in this thesis examines the approaches of four (4) HEIs in the Western Cape Province in South Africa to institutional development of IS security ecompetencies across their full staff compliments. It used a mixed research methodology and multiple case study research design in which four Higher Education Institutions (HEIs) participated. A total of 26 in-depth interviews were conducted and 385 questionnaires were completed. The research found that these HEIs do not formally develop the IS security e-competencies of their IS resources end users. Because end users handle critical information and research projects of importance not only to the HEIs, but also to the country, this situation creates a potential risk to their IS resources. In other words, the HEIs that participated in this research rely more on the ICT security technology itself to protect their IS resources than on the human side of ICT security. This is in direct contrast to the established literature which clearly points out that it is the internal end users that pose the most threats to IS security resources and these threats are more dangerous than the external threats.

This study focuses on policy makers and the intricacies and subtleties surrounding the relationship between policy formulation and policy implementation. However in this process, an important stakeholder in the teaching-learning situation has been overlooked – the teacher. It would seem as if policy makers assumed that by placing computers in school, all would bode well and the implementation of Information and Communication Technology (ICT) would unfold naturally. Present educational practice has culminated in a mismatch between what is desired by school administrators, as policy makers and what is needed by teachers as policy implementers. As such, many institutions should promote a consensus approach as a means of producing policy that is representative of the principal policy implementers. This paper focuses on an innovative approach to the formulation of an ICT policy for a school, using Q-methodology case study. The purpose of this project was to access teachers’ perceptions, beliefs and attitudes on issues they consider as pertinent in the formulation of an ICT policy. The findings of this study indicate that although unique ‘groups’ of teachers were identified, a consensus approach could now be established to negotiate the formulation of an ICT policy that will be inclusive of all teachers irrespective of their preconceived mindsets. / Dissertation (MEd (Computer Assisted Education))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

This qualitative case study explores how secondary school teachers innovate in the face of complex simultaneous and ongoing mandated changes and in particular, how they innovate with ICTs. The study argues that by understanding the whole-school context, the integration of ICTs can be better understood. The research setting is a complex independent, monastic secondary school in South Africa. Rather than select exemplary projects which are the usual focus of ICT research, the school was chosen for its combination of highly developed ICT infrastructure, but relative lack of exemplary achievement with ICTs. Using Sherry and Gibson’s (2005) terminology – convergence, mutuality and extensiveness – derived from their sustainability research, this study investigates the interplay of contextual factors that affects teachers’ ability to innovate in their practice, focussing on process innovation and arguing from a complexity and innovation theory point of view. Contextual factors were identified broadly as organisational factors, collegial and professional relationship factors, and ICT factors. Although all teachers were willing to innovate in practice, particularly in response to radical mandated curricular change and an inclusive philosophy, it was found that contextual factors have differing effects on their individual ability to innovate. The study identifies patterns in which not only positive factors converge, but negative factors (termed disconvergent factors) also converge. Collegial and professional relationship factors affect the diffusion or extension of innovation. These are limited by a lack or under-exploitation of lateral communication means. The study concludes that the effects of context are unique to each individual teacher and that their professional learning trajectory needs to be scaffolded and personalised. Both ICT-based and collaborative opportunities should be provided in support of a professional learning community to address the need to diffuse innovation laterally and to enable sharing that will reduce current overload and stress levels. / Thesis (PhD)--University of Pretoria, 2010. / Science, Mathematics and Technology Education / unrestricted

The study attempts to evaluate the usability and effectiveness of an agricultural information booklet known as Sunflower production: A concise guide targeted at small-scale rural farmers in a South African developmental context. The main objectives are to establish the target audience’s current knowledge of printed information as well as to examine the elements of the text such as appreciation, comprehension, and acceptance. This study also attempts to explore demographics and socio-economic factors as possible barriers to the effectiveness of communication in a developmental context. The argument is that the viability of, and prospects for effective communication with the small-scale rural farmers depend on two interrelated aspects vis-à-vis usability and effectiveness. Firstly, usability is the extent to which a communication ‘product’ such as the information booklet can be used by specific users to achieve specific goals with effectiveness, efficiency and satisfaction in a specified context such as agricultural development. Secondly, effectiveness is the completeness and the accuracy with which users achieve specified goals. It often relies on the presentation of information in a way that is understandable to the users. Doak and Doak (1996: 73) argue that although many types of material are suitable, most current information documents have shortcomings that make them difficult to understand. A serious shortcoming includes too much information in the document, which discourages poor readers and tends to obscure the priority of information for all readers. Sometimes the readability levels become too high for the average person. The reader is not asked to interact with the material, so the opportunity for learning and recall is lost. In most instances, difficult, uncommon words are seldom explained through examples. This is an empirical study that attempts to approach the world of research subjects, in this case small-scale rural farmers, with the minimum of preconceived ideas and to look at the phenomenon under discussion, namely usability and effectiveness. It has a predominantly descriptive nature and is focused on the distinguishing characteristics of text focus, expert judgement and reader/user focus. These issues were investigated during the research conducted among small-scale rural farmers in the North West province of South Africa. The booklet was also evaluated with the intention to establish which meaning the receivers find in the booklet on sunflower production and whether these messages really communicate the desired information. The research established that the material is not suitable for the target audience. The findings of the study provided valuable information for development communication message design. It is clear that the dissemination of development information in the rural context must be revised to ensure effectiveness. This study supports the hypothesis that if the presentation of information is not appropriate for a specific target audience, the communication will not be effective. / Dissertation (MA(Development Communication))--University of Pretoria, 2005. / Information Science / unrestricted