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The effective use of computers and emerging technologies for e-education in public secondary schools in urban and rural communities of KwaZulu-Natal.Woldu, Ghebre Embaye. January 2009 (has links)
This study identifies problems and competencies, with the aim of establishing
whether educators would be willing to adopt e-Education; and
be ready to implement the policy in the classroom, as well as the acceptance
of Information and Communication Technologies (ICT) in public
secondary schools in urban and rural communities of KwaZulu-Natal.
The focus of the study is on basic as well as emerging technology that
teachers need to use for a range of educational applications.
The quantitative research methodology was used to conduct the study,
using a questionnaire as data gathering survey instrument. The sample
of the population consists of 300 respondents in the rural and urban
communities of KwaZulu-Natal. The data was analysed and processed
using SPSS and MS Office Excel application software.
The study forms part of a coordinated research project in which a
group of researchers measured the degree of readiness (e-Readiness) of
educators and learners to effectively use Information and Communication
Technologies for e-Education, as proposed in the South African
Government’s 2003 White Paper on e-Education. The results of the
present project indicate that teachers in KwaZulu-Natal are willing to
implement e-Education and ready to use emerging technologies for the
effective learning and teaching environment, but that their skills at using
Information and Communication Technologies need upgrading to
advance electronic communications and computer equipment. / Thesis (M.Com.)-University of KwaZulu-Natal, Westville, 2009.
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A qualitative study of distance learners' perceptions of learning computer technology delivered through two-way audio video conferencing and online instructionAtchade, Pierre Jacques January 2002 (has links)
The purpose of the study was to describe and understand how twelve participants in distance education reflected upon their learning of computer technology that was intended to enrich classroom teaching. The way in which the participants implemented the technology in their classrooms was also examined. The computer technology (QuizEditor JS, WebQuest Generator) was delivered to the participants via two different media: online and two-way audio video conferencing.Evidence was gathered from the participants' naturalistic settings such as the schools where they taught. Interviews, observations, and questionnaires were used to gather evidence. Interview transcripts and written classroom observations became the primary sources of evidence for analysis.Four categories of distance learners emerged from the study: the illiterates, the mentees, the context-bound, and the mentors. The illiterates were participants who viewed themselves as illiterates. They put little effort in understanding the many possibilities that computer technology could offer to them. The mentees were participants who frequently requested help from their mentors before mastering the software and integrating it into their instruction. The context-bound were participants who were salient in their internal or external context. The uniqueness of and the emphasis on the context in which participants operated characterized the context-bound. The mentors were participants who effectively applied the software into their professional activities, and were willing to assist others.The researcher used three perspectives to explore differences among categories of participants in their learning of computer technology: as continuum, as a web, and holistically. Using a distance education design model that emerged, the researcher recommended five steps for a successful distance education course offering. An implication for practice was an implementation of the five steps design of distance education.A suggestion for further research included a systematic development of categories of distance learners and their test of validity. Further examination of the culture surrounding the implementation of distance education could challenge educators to reexamine the assumptions surrounding technology and adult education not only with respect to the individual and his or her circumstances, but also with respect to race, gender, national origin, and ethnicity to broaden the scope of adult education. / Department of Educational Leadership
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An exploration of the reading strategies used by sixth grade students of varying reading abilities when reading Internet sources to answer questions / Title on signature form: Exploration of the reading strategies used by sixth-grade studetns of varying reading abilities when reading Internet sources to answer questionsSchilling, Heather Anne 06 July 2011 (has links)
This current study explored the reading strategies that emerged through the case studies of five sixth-grade students as they read Internet websites. Data was collected from student surveys, field notes, and transcripts of three separate Internet sessions that required participants to think aloud about the reading process as they explored web sites to answer questions. Despite the varying reading abilities of the subjects, upper elementary children use traditional as well as additional reading strategies when they read online articles. Using grounded theory, four reading strategy themes emerged consistently from three different reading sessions: determining importance (DI), matching skills (MS), monitoring understanding (MU), and navigating (N). Through this study, the researcher hoped to provide another snapshot of how the typical students in the upper elementary might read Internet resources which would ultimately allow classroom teachers to focus on the development of those strategies. / Department of Elementary Education
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Surfing for knowledge : how undergraduate students use the internet for research and study purposes.Phillips, Genevieve. January 2013 (has links)
The developments in technology and concomitant access to the Internet have reshaped the
way people research in their personal and academic lives. The ever-expanding amount of
information on the Internet is creating an environment where users are able to find what they
seek for or add to the body of knowledge or both. Researching, especially for academic
purposes, has been greatly impacted by the Internet’s rapid growth and expansion. This
project stemmed from a desire to understand how student’s research methods have evolved
when taking into account their busy schedules and needs. The availability and accessibility of
the Internet has increased its use considerably as a straightforward medium from which users
obtain desired information. This thesis was to ascertain in what manner senior undergraduate
students at the University of Kwa-Zulu Natal Pietermaritzburg campus use the Internet for
academic research purposes which is largely determined by the individual’s personal
preference and access to the Internet. Through the relevant literature review there arose
pertinent questions that required answers. Students were interviewed to determine when, why
and how they began using the Internet, and how this usage contributes to their academic
work; whether it aids or inhibits student’s research. Through collection and analysis of data,
evidence emerged that students followed contemporary research methods, making extensive
use of the Internet, while a few use both forms of resources, unless compelled by lecturers
when following assignment requirements. As a secondary phase, from the results received
from the students, lecturers were interviewed. Differing levels of restrictions on students were
evident; they themselves use the Internet for academic research purposes. Lecturers were
convinced they had the understanding and experience to discern what was relevant and factual. Referring to the Internet for research is becoming more popular. This should continue
to increase as the student’s lives become more complex. A suggestion offered by this
research project is to academic staff. Equip students from their early University years on
standards they should follow in order to research correctly, as opposed to limiting their use of
the Internet leading in part to students committing plagiarism being unaware of the wealth of
reputable resources available for their use and benefit on the Internet. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.
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Second language learning in an online computer game insights from theories of social interaction, practice, and nonlinear dynamics /Reese, Curtis Lee, January 1900 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.
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An assessment of an emerging technological delivery system for distance educationEnockson, John O. January 1900 (has links)
Thesis (Ed. D.)--Northern Arizona University, 1997. / "May 1997." eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 134-137) and abstract.
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Assessment of K-12 educators' awareness and need for online self-publishing services in the classroom /Gargiulo, Vincent J. January 2009 (has links)
Thesis (M.S.)--Rochester Institute of Technology, 2009. / Typescript. Includes bibliographical references (leaf 55).
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Using effective information searching skills to solve problemsLakshmanan, Muthukumar S. January 2009 (has links)
Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2009. / "2008". Bibliography: p. 268-283.
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Syncing up with the iKid portrait of seven high school teacher leaders transforming the American high school through a digital conversion of teaching and learning /Davis, Annie Wilson. January 1900 (has links)
Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Ulrich Reitzug; submitted to the Dept. of Educational Leadership and Cultural Foundations. Title from PDF t.p. (viewed Jun. 4, 2010). Includes bibliographical references (p. 131-146).
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An assessment of an emerging technological delivery system for distance educationEnockson, John O. January 1900 (has links)
Thesis (Ed. D.)--Northern Arizona University, 1997. / "May 1997." eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 134-137) and abstract.
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