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.

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

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

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.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

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.

Thesis (M.S.)--Rochester Institute of Technology, 2009. / Typescript. Includes bibliographical references (leaf 55).

Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2009. / "2008". Bibliography: p. 268-283.

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).

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.