M. Tech. (Information and communication technology, Faculty of Applied and computer sciences), Vaal University of Technology / Historically, access to information technology (IT) in South Africa educational institutions has been socially stratified. As a result, many new learners seeking to enter South African tertiary institutions fail to meet the requirements of their preferred course and institution. In 2003, the Department of Information and Corrununications Technology at the Vaal University of Technology (VUT), in conjunction with the National Institute for Information Technology (NIIT), an internationally recognised IT organisation, introduced a short course named the Information Technology Boot Camp (ITBC). This course is now known as the Introduction to Information Technology course (Intro-to-IT). The course is targeted at learners who want to study the IT diploma at the VUT but, who as a result of their Matriculation marks, do not meet the VUT's entrance requirements. The aim of the course is to prepare and qualify these learners for possible acceptance into the IT diploma at the VUT. Although the Intro-to-IT course has impacted positively on the VUT, research has found that learners progressing from the Intro-to-IT course into the IT diploma course experience difficulties in solving programming problems in a logical way. Therefore, the failure rate in Development Software I, a first-semester programming subject, is relatively high. The model described in this study encompasses alterations (implemented and still to be implemented) to the syllabus and content of the Intro-to-IT course, changes to the learning methods and time frames for subjects, and the measurement of these changes in comparison to previous results. The model also includes a software program, which will assess the Intro-to-IT applicants, store results and provide analytical data on all learners' marks and results for the Intro-to-IT short course at the VUT. This model is designed to provide the necessary skills, knowledge and basic logic required to allow successful Intro-to-IT learners the opportunity of success when they enter the VUT's IT diploma stream.

<p> Native American women's leadership, information communication technologies (ICTs), work-life balance (WLB) and human capacity building (HCB) are grounded in social justice issues due to their long history of overall cultural decimation, inequitable access to technology, monetary resources, and social power (agency), and influence. Currently, there is a lack of research regarding Native American women leaders' use of ICTs for WLB and HCB. Thus, the purpose of this qualitative, phenomenological study is to explore ways in which ICTs can enrich Native American women's leadership aptitude, work-life balance, and overall capabilities. Grounded in Giele's (2008) life course research and President Obama's (U.S. White House, 2011) recently signed, "The Executive Order (13592) on Improving American Indian and Alaska Native Educational Opportunities and Strengthening Tribal Colleges and Universities". This order reasserts his <i>cradle to career</i> (Galbraith, 2012) commitment to all Native Americans and Alaskan Indians, this study seeks to answer the following research questions: How are Native American women leaders utilizing ICTs for WLB and capacity building. To answer these questions, narrative life-story framework (Giele 2008; Weber, 2010) based interviews were be conducted and coded for the following themes: Identity, adaptive style, and ICT use. The researcher's intent is to help bridge the existing literature gap and potentially inform culturally ICT use for Native American and global Indigenous women's WLB and capacity-building to empower their efforts for preserving and revitalizing their culture. </p><p> <i>Keywords</i>: Native American, global, Indigenous, women, leaders, information communication technology, education technologies, learning technologies, ICTs, work-life balance, WLB, capacity building, cultural preservation and revitalization</p>

<p> This study was designed to involve a variety of research methods, resulting in a mixed methods, case study approach to investigate best teaching practices in an elementary blended learning environment. The research-based evaluation work of Charlotte Danielson was incorporated as the theoretical framework for this research. Differing methods of tablet use were observed in 10 classrooms while data was collected on student engagement. Blended learning is among best teaching practices, though surprisingly, educators in this study were not familiar with blended learning models and techniques. The term "blended learning" in the context of this K-5 study meant utilizing different technology devices as a means to enhance teaching. Many educators are utilizing tablets in their classrooms on a daily basis without adequate professional development. The influx of tablets in America's schools has not been well planned nor have professional development opportunities provided teachers with the necessary training to fully implement and integrate best practice in their classrooms. Findings from this study help fill the gap in elementary level and rural area schools. Results from this research indicate that blended learning tools enrich the elementary school classroom. Tablet usage in this study demonstrated seamless bridging for all levels of academic achievement. Students were observed utilizing metacognitive skills when collaborating with their peers and demonstrating their learning through projects on their tablets. Three themes emerged from the interview data. First, blended learning and the integration of technology as a best practice supports current literature. The second theme involved professional development, including teachers' desire for both building- and district-level support as well as the frequency of professional development, and teacher technology support. And third, the school is the vehicle for teacher collaboration, differentiation for students, and engagement of students.</p>

<p> Computing ethics is a complex area of study that is of significant importance to the computing community and global society. Such concerns as surveillance and automation underscore the need for increased ethical understanding and training in computing. However, education and research in computing ethics are difficult due to the diverse meanings of ethics. This content analysis study analyzed definitions of computer ethics, the subject matter of computer ethics, and the relationship between the definition and subject matter. The purpose of this study was to educe and present the meaning of computing ethics, resulting in a thematic definition of computing ethics for use in education and research. This analysis also provides a coherent concept of the subject matter of computing ethics in relation to the synthesized definition. This study discusses definition and subject matter themes that emerged such as interdisciplinarity, collaboration, scholars and professionals, contributions and costs, computing artifacts, global society, privacy, design and development, and use. The results of this study can assist computing ethicists with research, aid computing educators with curriculum development, and provide a theoretical frame for relating ethics to computing. This exploration demonstrates that groups within the computing community can find common ground, even on such a difficult and complex matter as ethics.</p>

<p> This quantitative study investigates cyber-plagiarism among undergraduate college students, particularly the prevalence and motives for copying and pasting unattributed sources on written assignments within the theoretically rich and broader context of self-efficacy theory. </p><p> Four-hundred-thirty-seven students from three universities completed an online survey designed to examine the relationship between cyber-plagiarism and measures of self-efficacy. A Pearson Correlation revealed no empirical evidence to support the hypothesis that students cyber-plagiarize because they lack an ability to synthesize. The results also indicated that students do not perceive cyber-plagiarism as a socially acceptable practice at their universities, and that they strongly believe in an author's ownership in the digital age. Respondents reported that they almost never participate in cyber-plagiarism, yet perceive cyber-plagiarism as a prevalent practice among their peers.</p>

Thesis ( Ph.D)--University of Tasmania, 2003. / Accompanying CD in pocket inside back cover. Includes bibliographical references.

Thesis (M. Sc.)--University of Hong Kong, 2003. / Also available in print.

<p> Cybersecurity is one of the fastest growing career fields, with the demand for qualified professionals growing at a rate 3.5 times faster than traditional information technology or computing-related jobs and 12 times faster than the overall job market. Women are largely underrepresented in the field, comprising a mere 11% of the global workforce. This qualitative study uses a modified grounded-theory methodology to explore factors influencing women&rsquo;s perceptions of the field of cybersecurity. Interviews were conducted to gain an understanding of how female college students perceive the existing gender gap and to identify motivators or barriers of entry to the field. This study resulted in the development of a substantive theory depicting the core concept of finding her way and how women take action by seeking to relate, seeking reassurance, and seeking return. Findings from this research will be used to inform efforts to attract, train, and retain future generations of women in the cybersecurity profession and to aid in meeting the growing workforce needs. </p><p>

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 155-166).

Thesis (M.A.)--Ohio University, November, 2008. / Title from PDF t.p. Includes bibliographical references.