D.Ed. / Contemporary attempts to maximise the potential of ICT in the classrooms broadly seek to move away from conventional didactic instructional approaches, in which teachers do most of the talking and learners listen (Peter Cuttance, 2007: [Online]). ICTs are purported to have the potential not only to cause a shift or change but also a means for achieving it (Rai, 2006:2). This thesis describes how the introduction of Information and Communication Technology (ICTs) has necessitated this paradigm shift in pedagogical practices of the participants. Three of the participants in this study are teaching at a former advantaged school while two are teaching at what is generally regarded as disadvantaged school. The thesis examines, by way of an integrated research methodology that incorporates activity theory as a theoretical framework, ethnography and collective case study research methods, participants’ emerging practices and also concomitant epistemologies or beliefs regarding engagement with mediational tools of ICT in the classroom. The research tools that were formulated from activity theoretical concepts of the Eight Step Model; the Activity Checklist; historical types of activity; contradictions; and boundary crossing are utilised to examine the teachers’ emerging practices, beliefs and attitudes. Data was obtained from fieldwork, interviews, and video recordings by means of the aforementioned activity theoretical tools. Additionally, activity theoretical tools, blended with content analysis, were utilised in the data analysis. As a result, this study demonstrated that without effective use of a variety of research methods at appropriate times, the quality of evidence on this inquiry would have suffered, and interpretations of causality would also been constrained (Chatterji, 2004:9). The essence of the findings in this study, which is the visible changes in the pedagogic practices of the participants revealed that it is not only the mediational tools of ICT that have an effect but also the way they are used that brings about the change in their teaching practices. This thesis, therefore, adds to the body of literature that considers the potential of Information and Communications Technology in the transformation of teaching practices.

Thesis (MPA.) --University of Limpopo, 2010. / The focus of the study was on the contribution of media exposure towards the functionality of dysfunctional schools in Limpopo Province: Capricorn District. The study was qualitative in nature and concentrated on the schools in Capricorn District that were affected by the media industry. Seven schools were selected as follows: one from Mankweng Circuit, two from Nokotlou Circuit, One from Sepitsi Circuit, One from Seshego Circuit, One from Pietersburg Circuit and one from Mogodumo Circuit. According to the research findings, the majority of the schools which were exposed by the media improved their functions. A positive impact of media exposure has also been identified through research findings in terms of the Department of Education’s involvement in the schools which were affected by the media.

Thesis (MPA.) -University of Limpopo, 2010 / The focus of the study was on the contribution of media exposure towards the functionality of dysfunctional schools in Limpopo Province: Capricorn District. The study was qualitative in nature and concentrated on the schools in Capricorn District that were affected by the media industry. Seven schools were selected as follows: one from Mankweng Circuit, two from Nokotlou Circuit, One from Sepitsi Circuit, One from Seshego Circuit, One from Pietersburg Circuit and one from Mogodumo Circuit. According to the research findings, the majority of the schools which were exposed by the media improved their functions. A positive impact of media exposure has also been identified through research findings in terms of the Department of Education’s involvement in the schools which were affected by the media.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 209-215). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 213-220). Available also in a digital version from Dissertation Abstracts.

Thesis (M.S. in Information Technology Management)--Naval Postgraduate School, September 2003. / Thesis advisor(s): Norman F. Schneidswind, Brian Steckler. Includes bibliographical references (p. 35-37). Also available online.

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Thesis (Ph.D.)--Ohio University, June, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Helen Lenskyj.