The purpose of the research was to determine how educators could be motivated to implement internet technology in education. The literature study highlighted the need for e-learning while suggesting that educator support would not be achieved easily. The empirical study, however, revealed that at the international school examined, educators accept internet learning and demonstrate a willingness to introduce it into their pedagogy, were a blended approach to be adopted. Technological and psychological barriers had already been breached, as e-learning was taking place in a non-threatening environment. Educators were being empowered to experiment with e-learning in their subject areas. The study revealed that, having already embraced e-learning methodology educators would continue to do so if they could clearly perceive the benefits to be achieved. The study also showed that given a technologically nurturing environment, it would not be difficult to motivate educators to introduce internet technology into their pedagogy. / Educational Studies / M.Ed. (Adult Education)

The ability to utilise information and communication technologies (ICTs) has become a new literacy for the twenty first century. This literacy raises a number of challenges for teachers’ vis-à-vis their technical ability, knowledge and expertise in ICTs. These challenges are also identified by the White paper on e-Education as: participation in the information society, impact of ICTs on access, cost effectiveness and quality of education, and integration of ICTs in the teaching and learning process. There is a gap in the ability of learners and teachers to use ICTs effectively, to access online content, to create content of their own, to communicate and collaborate, and to integrate technology into teaching and learning. There is also little evidence of technology integration into classroom activities such as systematic planning and implementation of lessons. This study describes barriers to effective technology integration in senior secondary schools. This was a qualitative case study conducted in technology rich senior secondary schools in the Tshwane North District, Gauteng Province. Data was collected from semi-structured interviews with office-based and school-based officials, focus group interviews with learners, lesson observations and document study. The findings point to lack of ICT specialist teachers to teach students computer skills, lack of teaching experience with ICTs, lack of support from the Department of Education, insufficient technology resources and absence of desired integration of ICTs in the curriculum. The long term aim of the study is to make substantive recommendations on the integration of ICTs in teaching and learning. In conclusion, this study clearly indicates that there are schools around Gauteng Province with computer technologies that are not used for teaching and learning. Based on the research findings and suggestions for further research, a national strategy for designing and implementing computer technology policy should be developed in Tshwane North Region to integrate technology effectively into teaching and learning. This will help teachers to plan and teach with technology and assist learners to become technologically compliant with 21st century demands. / Educational Studies / D. Ed. (Curriculum Studies)

The introduction of e-learning made way for advancements in learning and technology with individuals being exposed to electronic learning and teaching environments. At first, the introduction of e-learning into the educational sphere was intended to simply enhance traditional teaching and learning; however, technology then took the lead as a tool to materially enhance the concept of e-learning in education. Inevitably, technology’s impact on learning drove the delivery of electronic educational content but it also caused widespread debate about best practice in the design of e-learning systems. Since then, the phenomenal influx of technology enhancements that has been created has led most learners into a digital education era that cannot now function without it. At first, e-learning systems were forced to adapt to change as a result of e-learning trends and as a symbolic move from traditional learning to more innovative methods of learning and teaching. As such, e-learning remained affected by pedagogy, technology and curriculum changes outside of a structured, guided framework. Varying definitions exist as a result of the diverse understanding of the contributions and role of pedagogy and technology toward e-learning. There is a misconception and confusion of elearning attributed to the lack of a formally accepted definition which would identify with the need for pedagogy principles and guide researchers to apply models and frameworks to implement and improve the provision of e-learning systems. Although the effects of technology on learning are conclusive, the current dilemma is the lack of effective alignment of the pedagogy principles to suitable technology – an issue which has now become detrimental to learning. This study explores the various interpretations of e-learning definitions that allude to the incorporation of learning, technology and knowledge gained during e-learning interventions. However, as the research revealed a lack of any cohesive e-learning definition, this motivated the creation of a specific definition derived particularly for this study. In considering the role of technology in the e-learning environment, similar themes began to emerge that needed to be addressed holistically through e-learning. One of these themes was a need to focus on the formulation of a structured approach and pedagogical framework for the design and development of e-learning systems. The findings of the research identified e-learning frameworks and models that were in use. The outcome of an e-learning system framework drew on the research of extant models and frameworks and investigated the critical elements, particularly that of pedagogy in an e-learning environment. The proposed pedagogical framework for elearning was evaluated by means of a survey of organisations that produce e-learning systems. The findings of the survey were analysed to assess the alignment and relevance of the dimensions and elements in the framework to the design and development of e-learning systems. The proposed pedagogical e-learning framework is intended to add value to the design and development of e-learning systems with the core focus on pedagogy. In years to come, current and existing technologies and tools may become outdated, yet learning opportunities continue to evolve based on pedagogy, technology and curriculum requirements. By harmonising the synergy between pedagogy and technology, a pedagogically aligned e-learning framework can resolve the lack of pedagogy in elearning system design and development. / Information Science / M.Sc. (Information Systems)

Submitted in fulfillment of the requirements of the Master of Technology Degree in Information Technology, Durban University of Technology, Durban, South Africa, 2015. / One of the fundamental characteristics of technology is its ever-changing nature with the continuous release of new models and products almost on a daily basis. It is interesting to note that these new technologies seem to appeal more to the youth than to the old. This might explain why the content of some Information and Communication Technologies (ICTs), such as films, TV, and games, are sometimes released with well-defined age ratings, in order to provide guidance to parents and guardians on the suitability of such content for their children. What is surprising is that there are age restrictions for the content presented by ICT devices, but devices themselves do not have any defined age restriction. For example, movies which can be played on computers, have a well-defined age restriction; but computers themselves do not have any defined age restriction. This non-definition of age ratings for ICT devices is certainly a general concern, but it is also a major concern for the education domain which needs to determine the minimum age from which learners should be allowed to use ICTs at school. This problem of the non-definition of age ratings for ICT devices serves as a motivation for this study, whose aim is to determine the factors affecting educators’ perceptions on the age from which learners should be allowed to use ICTs at school. The research objectives unfolding from this aim are: i) To select appropriate theories and models on the factors affecting educators’ perceptions on the age from which learners should be allowed to use ICTs at school; ii) To design a conceptual model of the factors affecting educators’ perceptions on the age from which learners should be allowed to use ICTs at school; iii To empirically test the above conceptual model of the factors affecting educators’perceptions on the age from which learners should be allowed to use ICTs at school; and iv) To make recommendations on the design of eLearning initiatives in schools based on the results of the current study. These four objectives were achieved as follows through the content analysis of existing literature and a survey of 70 primary and secondary school educators from the Camperdown magisterial district in the KwaZulu-Natal province of South Africa: i) Specific personality and child development theories were selected as the theoretical foundation of this study; ii) The conceptual model proposed in this study gave rise to the following hypotheses: The demographics of an educator affect the full functionality, the health, and the self-actualisation of his or her personality as well as his or her perceptions on the age from which learners should be allowed to start using ICTs at school. The full functionality, the health, and the self-actualisation of the personality of an educator all affect his or her perceptions on the age from which learners should be allowed to start using ICTs at school; iii) The empirical testing of the above hypothesized model yielded the following results: the grade or class taught by an educator is the only demographic factor that affects the full functionality, the health, and the self-actualisation of his or her personality; the subject specialisation of an educator is the only demographic variable that affects his or her perceptions on the age from which learners should be allowed to start using ICTs at school; the full functionality, the health, and the self-actualisation of the personality of an educator all affect his or her perceptions on the age from which learners should be allowed to start using ICTs at school; and iv) One of the recommendation of this study is that eLearning pilot projects be designed in ways that clearly consider differences between educators from various subject specialisations. This study identified the need for more research on the effect of personality on the perceptions of educators on the age from which learners should be allowed to start using ICTs, not only at school as it is the case for this study, but also at home. The main contribution of this research is to have found that educators’ personality has an effect on their perceptions on the age from which learners should be allowed to start using ICTs at school, compared to the literature reviewed by this study which seems to be silent on the relationship between the personality of educators and the determination of the age when learners should be allowed to start using ICTs at school.

M. Tech. Education / This study examines the factors that impacts on the benefits and challenges of Information and Communication Technology in some selected primary schools in central Johannesburg district 14. The study also investigates the level of availability of ICT facilities in these schools, the capacity for using ICT facilities for teaching and learning, the perceived benefits of using ICT and the challenges facing the use of ICT in these schools. The population consisted of all the educators school management teams and principals of these schools.

M. Tech. Business Information Systems / Having tools and resources that would enhance the performance of the learners would be of huge assistance to learners and their institutions. The increasing use of internet and technology has enhanced and transformed the conventional library resources into electronic resources. Utilizing electronic library resources helps learners to acquire information anytime and anywhere. Institutions that support the use of e-resources save significant amounts of money because the printing of materials are reduced. As a result, the use of e-resources by learners enhances their learning and their performance gets improved. The major objective of this study was to conceptualize a framework that will assist in successful electronic resources utilization. This was encouraged by the fact that the determinants of effective utilization of electronic resources are still not clearly expressed.

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / Education / Master / Master of Science in Information Technology in Education