The aim of this research was to determine whether attitudes towards computer usage predict ICT integration in the classroom at the QwaQwa campus of the University of the Free State. Attitudes towards computer technology were operationalised by using the scores of Computer Anxiety Scale, Attitudes towards ICT Scale, the Perception of Computer Attributes Scale, Cultural Perception Scale and Computer Competence Scale. The effect of confounding variables (age, gender, ethnicity, educational level, teaching experience, and computer training history) was controlled by building them into the design and measuring their effect on the dependent variables (ICT integration). The empirical study was supported by literature related to ICT integration in the classroom. Various theoretical models including Rogersâs Theory on Diffusion of Innovations (1995) and Ajzen and Fishbeinâs Theory of Reasoned Action (1980) were used to better understand the key factors affecting ICT integration into the classroom, as well as the academic staffâs attitudes towards ICT integration in the classroom. The researcher followed a quantitative inferential research design to investigate the possible relationship between attitudes towards computer usage and ICT integration in the classroom. An adapted questionnaire was administered to all academic staff at QwaQwa campus of the UFS during the 2011-2013 academic years. A total of one hundred academic staff participated in the study. Descriptive and inferential analyses (full-model linear regression and Analysis of Covariance (ANCOVA) were used to assess the relationship between attitudes towards computer usage and ICT integration in the classroom. The results from the study did not show a significant relationship between computer anxiety and attitudes towards computer usage and ICT integration, but did indicate a moderate relationship between computer attributes, cultural perception and ICT integration. Computer competence was seen as the most influencing factor affecting ICT use in the classroom. Based on the findings, it was recommended that effective institutional support (in terms of providing opportunities to academic staff to master adequate skills and knowledge) is required to ease and promote ICT integration in the classroom. Given the recent introduction of technology on the QwaQwa campus of the University of the Free State, the institution should not only focus on providing computers for the academic staff and students alike, but also foster a culture of acceptance of these tools amongst the academic staff and students. Academic staff needs to be assured that technology can make their teaching interesting, easier, more fun for them and the students, more motivating and more enjoyable.

Transformation of higher education, both internationally and within South African higher education (SAHE) is an on-going process. Higher education institutions (HEIs) always need to change the way in which they conduct their daily business, both academically and socially. Some of the issues that constantly warrant attention from these institutions are policy development, curriculum development, issues pertaining to community engagement and issues pertaining to creating a welcoming institutional climate for all constituencies. Within the South African context, as more and more diverse staff and students enter the SAHE system, the system needs to change to accommodate the new direction. This is especially the case within the historically white Afrikaans-medium institutions, which face a huge responsibility to change their academic and social landscape to accommodate the new education system. This study explored how black women academics (BWAs), as part of the masses entering the historically white Afrikaans-medium higher education institutions, perceived the on-going social transformation attempts within the institutions. Using the University of the Free State (UFS) as a case study, the focus was on how this particular constituency viewed social transformation from race and gender points of view. An action research (AR) approach was used, which engaged BWAs, together with a complementary group of white women academics (WWAs) in individual faceto- face interviews and focus group discussions. The main questions that formed the heart of the discussions were: · What is our concern regarding social transformation at the UFS? And · How can we improve our work environment? Findings from the study indicate that BWAs have a negative view of social transformation at the UFS. Issues that contributed to their negative perception included, inter alia, problems pertaining to the dual language policy, scarcity of capacity building initiatives, power dynamics and interpersonal problems, all of which seemed to hamper successful social transformation at the UFS. Interesting though was this groupâs awareness that the responsibility to improve the UFS did not only lie with the university management but that, as part of the institution, they too were responsible to act as agents of change in creating a space where everybody could feel a sense of belonging.

The purpose of this study is to create a framework for theological education in an African context. It focuses on discipleship and mediated learning experience (MLE) because it encapsulates the fundamental idea of this study, namely that the concepts and principles of discipleship and MLE can effectively contribute to construct a framework that is appropriate for theological education in an African context. In an analysis of the discourse on theological education over the past five decades the following six models for theological education are identified: classical model; vocational model; dialectical model; neo-traditional model; missional model; and ecumenical-diversified model. Further evaluation of these six models lets four central themes emerge, namely leadership stature, practical effectiveness, relational capacity, and spiritual accuracy. These four themes are then compared with a competence-based model for learning in order to conceptualise a broad outline framework for theological education in an African context. The development of this framework must address the primary challenge of competent church leaders in Africa, but also contextual challenges like access to theological education, a lack of resources, socio-political and socio-economic illness, and an Africanized scholarship and curriculum. An analysis of the concept discipleship focuses on its use in ancient Greek, the Old Testament, the Intertestamental period, and the New Testament. Discipleship developed from the general referral to an apprentice in ancient Greek, up to a specialised term in New Testament times. Discipleship in the New Testament is the result of obedience to the call of Jesus, which often requires a cost of self denial. This cost has an effect on the relational proximity within discipleship. Following leads to imitating, this leads to representation. The context of discipleship in the New Testament is the eschatological kingdom of God. Each of the four Gospels emphasises a different aspect of discipleship, which relates broadly to the central themes identified within the discourse on theological education. Discipleship in Matthew largely relates to leadership stature, Mark to practical effectiveness, Luke to relational capacity, and John to spiritual accuracy. The conceptual analysis of mediated learning experience (MLE) focuses on its historical background, theoretical background, and core parameters of intentionality-and-reciprocity, mediation of meaning, and transcendence. MLE is rooted in the belief that the human mind is modifiable. Intelligence is not fixed but is defined as a propensity for change. A lack of MLE results in cultural deprivation but can be altered by MLE interventions. A mediated approach to learning stems from constructivism but stands opposed to its direct approach to learning. In MLE a human mediator (H) is placed between the stimulus (S) and organism (O), and between the organism (O) and the response (R); thus a relational sequence of S-H-O-H-R. Various research studies show that MLE brings about cognitive development for individuals in an African context. MLE and discipleship share a mediated approach to learning. Further comparison between these two concepts bring about three shared foci, namely: a focus on relationship; a focus on process (as opposed to product); and a focus on culture. A framework for theological education in an African context is constructed from two sides, namely: (1) from the previously defined broad outline framework for theological education; and (2) from the concepts and principles of discipleship and MLE. This construction first merges a competence-based model for learning with a mediated approach to learning against a contextual background. This basis is secondly fused with a shared focus on relationship, a shared focus on process, and a shared focus on culture. The third step incorporates the themes leadership stature, practical effectiveness, relational capacity, and spiritual accuracy into the framework as four competences and in so doing creates a three-dimensional diagram. The framework for theological education in an African context, developed by this research study, provides possible solutions for the contextual challenges theological education in Africa is facing. Eight recommendations, in the form of research questions, are made to advance the research findings of this study.