Thesis (MTech( Business Information))-- Cape Peninsula University of Technology, 2011 / Women, being important stakeholders of the community, are lagging behind in terms of economic empowerment. Their opportunity to participate actively in business in the past was hindered by various discriminatory policies that were in place. ICTs have the forte to empower and increase the knowledge base of the women in SMEs through information dissemination. The argument is that women in South Africa and indeed in many other developing countries have not embraced technology in their everyday businesses as much as their male counterparts. This study therefore explores how women in SMEs in the Cape Metropolitan, Western Cape are utilising ICTs to empower themselves to overcome the economic discrimination they have suffered in the past.In order to collect relevant data and obtain deep insights about the utilisation of ICTs by women in SMEs, a qualitative research method was applied enabling respondents to articulate their experiences concerning the use of ICTs in their businesses. Women of all races were selected using the snowball sampling method and were interviewed. The population involved women in SMEs from the five suburbs of Claremont, Rondebosch, Gardens, Pinelands and Mowbray.The findings of the study are that women in SMEs in the Cape Metropole are utilising various ICTs to empower themselves in their businesses. They are exchanging business documentation with other business resulting in marketing of their entities. Women in SMEs are taking advantage of the fast growing social and business networking technologies such Facebook, LinkedIn, Flickr, Twitter, Skype and blogs to promote marketing of their various products and services, gaining mileage in publicity and also managing their expenditures.ICTs enable women to work anytime, anywhere affording them the opportunity to take care of their families which they could not do while they were employed in the corporate world. Some of the women in SMEs reported that they can now independently negotiate business deals due to increase in their self-esteem and also have access to available information in their areas of expertise.

Esta pesquisa focaliza práticas e eventos de letramento observados no ensino de leitura em inglês de duas escolas do Ensino Médio (uma pública e outra particular). A partir da análise interpretativa de vários excertos de exercícios, de fragmentos de entrevista gravada em áudio com as professoras e de depoimentos de alunos, colhidos por meio de questionário, identificamos concepções de linguagem e de educação semelhantes nas duas escolas investigadas. Verificamos também regularidades no que diz respeito ao paradigma de aprendizado curricular, presente nas duas escolas, assim como notamos contradições entre o que é realizado nas escolas e as práticas de leitura e de aprendizado interativo desenvolvido pelos alunos fora da escola, possibilidades geradas a partir de novas tecnologias de informação e comunicação. Por entender que a abordagem qualitativa seja a mais adequada aos objetivos propostos, convivemos com a realidade da sala de aula para a coleta de dados, utilizando procedimentos e instrumentos característicos da pesquisa de cunho etnográfico. Por meio de triangulação das informações obtidas, selecionamos práticas e eventos de letramento significativos para uma análise interpretativa, apoiando-nos em teorias de base sociológica postuladas na década de 1990, como a do Letramento Crítico (Critical Literacy), concepção desenvolvida sob o termo guarda-chuva de Novos Letramentos (New Literacy Studies). Também adotamos os Multiletramentos (Multiliteracies), cujo foco está centrado em dois aspectos das sociedades contemporâneas: primeiro, a interação de fronteiras lingüísticas e culturais dentro de e entre sociedades, e, segundo, a multimodalidade, múltiplos modos de construção de significado, envolvendo o lingüístico, o visual e o sonoro, dentre outros meios semióticos que integram a crescente tendência de textos mediados por novas tecnologias. Nas duas instituições participantes dessa pesquisa observamos práticas e eventos de letramento similares, apontando para uma concepção de educação e de linguagem convencionais que não correspondem às necessidades da sociedade contemporânea que integra globalmente a produção e a distribuição de palavras, sons e imagens, interativamente. Portanto, o resultado das análises indica uma necessidade de revisão nas concepções de leitura, aprendizagem, linguagem e de conhecimento estabelecidas nas escolas, de modo a promover a re-estruturação e a adequação de práticas que correspondam às exigências da sociedade pós-industrial, fundada em novas tecnologias de informação e comunicação. / The focus of this research is on literacy practices and literacy events observed for the teaching of reading in English in two high schools (a private one and a public one). Analyzing several excerpts of exercises, fragments of the interviews held with the teachers as well as the answers of the students to a questionnaire, we have identified similar conceptions of language and education in both schools. We have also observed regularities related to the curricular learning paradigm that dominates both institutions, as well as contradictions between the practices developed inside the school and the practices that take place out-of-school, through an interactive learning paradigm enabled by information and communication technologies. A qualitative approach is adopted as well as the procedures that belong to ethnographic research, since the instruments are best suitable to the objectives proposed by a research that requires participation and observation about literacy practices and events that take place in the classrooms. The data collected and triangulated supplied information to interpretive analyses through the lenses of a sociological perspective developed in the 1990\'s known as Critical Literacy, an approach to literacy designed under the umbrella term of New Literacy Studies. We also use the concept of Multiliteracies, which focuses on two key aspects of contemporary societies: first, the interaction of cultural and linguistic boundaries within and between societies and second, multimodality, multiple modes of meaning making: linguistic, visual, auditory among other semiotic media that are an increasing tendency in texts mediated by new technologies. We have observed similar literacy practices and events in both institutions indicating that conventional conceptions of education and language that have been used to the teaching of reading in English do not correspond to the needs of a networking society that integrates globally the production and distribution of words, sounds and images interactively. The research analyses indicate the need of a revision in the concepts of reading, learning, language and knowledge that have been used in schools in order to re-structure and adequate the practices to the demands of a post-industrial society based on information and communication technologies.

The purpose of this thesis is to assess the implications of Information Communication Technologies (ICTs) on the agricultural supply chain in Greece by examining the relationships between farmers and their intermediaries, and their interactions during the buying and selling process. More specifically, the focus of the research takes place in Pouri, a small village in central Greece whose economy centers around Apple Farming, where we can observe the exchange of locally grown goods between farmers and intermediaries. The thesis consists of two parts; the first part examines how Greek farmers perceive the process of buying and selling agricultural products and how they respond to problems within their current structure; through observing processes, conducting interviews and collecting narrative stories to identify the issues, we assess whether it would be advantageous for farmers to implement ICTs as part of the solution. The second part consists of a review of the academic literature to examine the same or similar situations in the agricultural supply chain of other global regions and their economic contexts. Lastly, a thorough thematic analysis of the research data provides a better understanding of the issues facing farmers and their needs as they pertain to ICTs, to improve the agricultural supply chain and the entire rural sector.

Masters in Public Administration - MPA / The study seeks to investigate the perceived lack of coordination, integration, and coherence among units of government as related to eGovernment. The nature of the study is qualitative with a focus on the use of eGovernment in the public sector and whether it can facilitate intergovernmental forums business processes in an effective and efficient manner. The scope of the study is confined to the intergovernmental fiscal system but focused on eGovernment, intergovernmental relations, and cooperative governance. The primary objective of the study is to explore the use of eGovernment whether it can facilitate, coordinate, and integrate intergovernmental relations. Some studies portray that there are challenges in the coordination of intergovernmental forums which have resulted into a disintegration of services. The study further investigates options that could mitigate these challenges through acknowledging the effective application of ICTs (eGovernment) in government services. The study has found that South Africa has a functioning system of intergovernmental which are not effectively coordinated in terms of engaging each other in matters of mutual interest. On the other hand, eGovernment promised to bring about cohesion and transparency when they are effectively employed. The study revealed that the application of eGovernment in the intergovernmental forums has the capability to improve their operations, respond to its ineffective coordination and improve delivery of services. In a nutshell, the study has found that there is a need for a radical planning outlook that recognises proper utilization of eGovernment in the intergovernmental forums to promote cooperative governance. / South Africa

This study focused on examining distance education In-Service Teacher Education (INSET) programmes for the education of secondary school teachers in Uganda. The study traced the historical development of distance education, explored some of the theories underpinning it and related these to distance education in Uganda. In addition the study explored INSET programmes provided in Uganda through Distance Education since 1990. The study then focused on Makerere University’s Bachelor of Education (B.Ed) (External) Programme. This study explored issues related to the viability of distance education to meet the increasing demands of education in Uganda, factors impacting this growth, strengths and weaknesses of the teacher education programmes that have been run in the country since 1990 especially the B.Ed (External) programme and the possibility of integrating Information Communication Technologies (ICTs) in these programmes. To gather the relevant data, two instruments were used; questionnaires for students of B.Ed and Bachelor of Science (External), prospective students, tutors, managers and administrators of the B.Ed (External); an interview schedule for policy makers at the Ministry of Education and Sports, District Education offices, National Teachers’ Colleges and Primary Teachers’ Colleges. A total of 305 respondents participated in this study and they were drawn from different districts - Soroti, Tororo, Masindi, Mbarara, Kampala, Entebbe, Wakiso, and Mpigi - in the country. The data gathered was then analysed using descriptive and inferential statistics; and presented descriptively, in tables and graphs. The study established that distance education has a huge potential in Uganda but there are a number of factors that may be limiting the full realisation of this potential especially with regard to the running of science-oriented courses and with regard to meeting the practical demands of teacher education. However, with careful planning of the programmes, it is possible to effectively and efficiently provide any course. The study revealed a number of strengths and weaknesses in INSET programmes that have been run by distance education, and in the B.Ed (External) in particular. The specific areas included content, practical work; management and administration; study materials development and provision; student support; assessment and examination; and integration of ICTs in these programmes. To make these programmes much more effective and efficient, the study identified some strategies that could be used. Of particular note is the need to decentralise services and to put in place quality assurance mechanisms. Also, since ICTs occupy a central role in distance education programmes, the study explored the different ICTs that the B.Ed (External) stakeholders have access to, strategies of financing and making this technology more accessible, reasons for choosing a particular technology and the prerequisites that must be put in place for these to work. Furthermore, the study revealed that, in Uganda, access to the ICTs, is still a huge problem to students and staff of the B.Ed (External) programme. Personal ownership of the video, TV, computer and Internet is limited. Alternative ways especially collaborative ventures, and use of centres should therefore be utilised much more. Finally, a Framework for High Quality INSET Distance Education for Secondary School Teachers in Uganda was suggested. Makerere University can use this framework as the beginning of a restructuring and reorganisation process so as to ensure the B.Ed (External) achieves its objectives and produces high quality teachers. / Thesis (PhD)--University of Pretoria, 2005. / Education Management and Policy Studies / Unrestricted

This dissertation reports on an action research project that guided the development of the Goudmyn (www.onnet.up.ac.za), a web-based information resource for Afrikaans language teachers. The information needs and utilisation of information resources by 78 Afrikaans First Language teachers were determined by means of a questionnaire and focus group discussions. The quality of the Goudmyn as information resource for and Afrikaans teachers' utilisation thereof were formally assessed. From the data it is evident that Afrikaans language teachers do not utilise the Internet as an information resource to a high degree. Nevertheless, statistics of visits to the Goudmyn indicate that the resource is being utilised increasingly. Reasons for low levels of Internet utilisation by the respondents include the following: a lack of Internet access, time, training, relevant information, awareness of resources and integration of ICT skills into the curriculum. The study found that a web site such as the Goudmyn has the potential to play a central role in supporting Afrikaans language teachers, if the teachers are trained and made aware of the use and applications of the Internet for teaching purposes. / Thesis (MA (Information Science))--University of Pretoria, 2004. / Information Science / unrestricted

Thesis (M.A. Agricultural Management (Agricultural Extension)) -- University of Limpopo, 2019 / The aim of the study was to investigate the perceptions of AEPs towards ICT tools to understand why AEPs are not using the ICT tools for their work as expected by the department of agriculture. The data was collected from AEPs by means of selfadministered, semi-structured questionnaire in the Tshebela and Mankweng service centres of Polokwane Local Agricultural Office. The findings firstly, indicate that less than half of the respondents are unaware of the advantages of the ICT tools for their work. This means more than half of the respondents are aware of the advantages of using ICT tools for their extension work. Secondly, the results show that less than half of respondents are aware of the disadvantage of the ICT tools for their extension work. This also implies that more than half of the respondents are not aware of any disadvantages of the tools for their extension work. Furthermore, with regard to the research question about the prominence of four ICT tools used together, the findings indicate that respondents believe that the combined use of four ICT tools (laptop, smart phone, smart pen technology and ESO) is helping them to achieve their extension career goals compared with the use of smart phone and laptop only. The hypothesis test of the influence of selected variables on the number of ICT tools used by AEPs show that the socio-economic characteristics of AEPs such as age, lower income, lack of training in the use of laptop (compatibility), and relative advantages issues such as awareness of disadvantages of the ICT tools have a negative influence on the number of ICT tools used as expected. The test also shows that the other variables such as sex, education, ESO training, SPT training, Smartphone training, unawareness of advantages and prominence positively correlate with the dependent variable. These positive relationships notwithstanding, the test indicates that only training received in the use of smart phone makes a significant contribution to the number of ICT tools used by AEPs. There is evidence from the study findings to suggest that most AEPs are aware of the advantages compared with the disadvantages of ICT tools for their extension work. Furthermore, the positive views expressed by AEPs about the prominence of the use of the four ICT tools together in helping them to achieve their extension career goals over the use of two tools shows that AEPs are motivated to use these four tools together. The department of agriculture should invest more in training AEPs in the use of the four ICT tools because they influence their use. AEPs however, highlighted challenges which hinder their use of the four ICT tools together and which need to be addressed by the department of agriculture to ensure that the four tools are used together. These include access to internet, non-supply of some of the tools by the employer, non-replacement of damaged ICT tools, inconvenient reimbursement structure which requires AEPs to use their own money upfront to purchase data bundle. Keywords: Information Communication Technology, Agricultural Extension Practitioners, awareness of disadvantages, unawareness of advantages, prominence.

Informatics is a deep area of science with having information system as well as technology, and in recent times, Information technology organizations cannot exist without a functioning information system. It facilitates and promote the information flow within an organization, at all levels, particularly it allows set of data to reach the right persons, in the right format, and at the right time, generating a positive and beneficial contribution to the organization. The world has become a global village where every nation including Nigeria is striving to attain a high level of electronic governance to bring about inclusiveness, effectiveness, integration, and accountability. Which is why this thesis aims to examine the role of management information systems in enhancing interoperability between e-governance systems in Nigeria.  Interpretive qualitative research was carried out to examine the practices and performance of management information systems in Galaxy backbone in Nigeria to examine how it can be better enhanced interoperability within the organization. Data was gathered through semi-structured interviews and Focus group discussions and was analysed thematically to generate four themes. The findings were discussed in relation to the research questions and previous literature and were discussed with the use of Resource-based theory.  The result of the findings reveals that management information system important to enhance interoperability in the organization and it will go a long way bring about an integrative nature of information flow within the organization, it will change the physical and manual way processes to accommodate internal networks and departmental integrated systems. For a functional management information system, resources like Information communication technology infrastructure, skills, human resources must be available for effective interoperability. this shows that, management information systems will enhance interoperability between government systems and initiatives to make the government more open to citizen participation and involvement and be a tool for better governance. Management information systems will allow governments, through their departments and ministries, to easily generate, analyse, share, disseminate and manipulate information.

Student technology literacy is critical for success in today’s world; however, little is understood about how teachers make the decision for students to use technology for learning due to limited empirical research on the topic of teacher decision-making regarding student use of information communication technologies (ICT). The purpose of this generic qualitative study was to explore the decision-making process of kindergarten to Grade 5 (K-5) teachers regarding implementation of ICT for student use at varying levels. The framework for this study comprised the substitution augmentation modification redefinition model and the technology acceptance model. The research questions focused on how teachers have students use technology in the classroom, the influences on teacher decision-making to have students use technology, and how decision-making compared among K-5 teachers whose students use technology at varying levels of implementation. Interview data were collected from 12 teachers at a public-school district in the southern United States that were analyzed using 2 cycles of coding: a priori and emergent. Key findings were that (a) teachers have students use technology primarily at substitution and augmentation levels, (b) teacher decisions were influenced mostly by student technology readiness, and (c) teachers who used technology at redefinition levels had different factors for decision-making. The results of this study may contribute to positive social change by creating a deeper understanding of the decision-making process of teachers, which can positively affect student engagement, academic growth, and lay the foundations for technology literacy for students.

Innovative teaching is, in essence, the art of breaking down barriers which prevent educators from preparing learners for the gruelling demands of the 21st century by exploiting the affordances of emerging Information and communications technologies (ICT) to enhance their teaching and learning strategies. The resulting new educational practice can affect roles, learning situations, patterns of interaction, learning spaces, strategies and theories as well as modes of assessment (Mioduser, Nachmias, Tubin,&Forkosh-Baruch, 2002a). The problem addressed in this study is that of innovative teacher knowledge construction and its context. The role of educational technologies in teaching and learning has evolved and changed dramatically over time but little is understood of how this knowledge manifests itself in their practice and how it is replicated and shared in practice. Pioneering, innovative teachers have developed personal theories that may potentially inform future practice once articulated and disseminated. This study sets out to deepen our understanding of how new knowledge is created in practice by innovative teachers and how this knowledge manifests itself in teaching and learning with emerging ICT. The consequent collaboration between researcher and participant teachers can act as a reconciliatory measure between practice and theory. The literature reviewed draws on tenets from socio-cultural theory, critical philosophy, emerging technology and teaching and learning theory and aims to construct rational foundations to assist in the articulation of new theories which, in turn, will better our understanding of this new emerging pedagogical practice. A post-modernistic interpretive prism views the research investigation through the work of teachers qualified as finalists in the Microsoft Innovative Teachers Forum Awards (ITFA) competition. This annual competition recognises and connects innovative teachers who share a common interest in the enhancement of teaching and learning through the use of technology. Data collecting instruments include metadata consisting of educational multimedia artefacts, virtual classroom tours (VCT’s), document analysis, innovative teacher workshops and interviews. The data were qualitatively analysed using Straussian Grounded Theory Method to articulate a substantive theory which aims to better our understanding of knowledge creation when innovative teachers use emerging technology to enhance their teaching and learning. The resultant substantive theory’s three core components comprise moral cohesion; innovation negotiations in context; and responsive governance as essential to innovative teachers’ pedagogical efficacy when they engage with emerging technologies. Innovative teachers’ perception of the professional burden they carry along with their bricoleur attitude allude to them using whatever means and whatever is at hand to equip learners with the skills required to make them contributing members of their community and the information society. Strategies for the constant renewal of pedagogical practices and the need for reflexivity included the appropriation of learners’ personal devices for learning where their disposition had to be carefully managed in accordance with ethical considerations and their various capabilities. Innovative teachers are powerful change agents within their school environments and in this regard a certain amount of freedom could be offered to innovative teachers to further explore their own practice whilst at the same time tasking them with additional responsibilities in growing organisational capabilities. Innovative teachers use their increased status and power within their schools to actively lobby for policy changes through participating in advisory committees and assisting in the drafting of documents that hold strategic, ethical and practical implications for the exploitation of emerging technologies within their schools. / Thesis (PhD)--University of Pretoria, 2011. / Science, Mathematics and Technology Education / unrestricted