This study explored Professional Teacher Technical Identity Development through the use of Mobile Technology. A sample of fifteen teachers was conveniently selected from one school in an urban setting. An action research was designed consisting of three phases. Each phase formed the basis of the next phase to identify the development of professional teacher technical identity. Data was collected using a written questionnaire, two reflective journals, an online questionnaire, focus group discussions, lesson reflections, and interviews. Each instrument was designed using the literature to identify factors that impact on the implementation of mobile technology in classrooms and teachers’ acceptance towards mobile technology. The results were interpreted using three existing models to create a framework: The Technology, Pedagogy and Content Knowledge model, Technology Acceptance Model and Substitution, Augmentation, Modification and Redefinition Model. It was found that there are six factors that affect the perceived usefulness and perceived ease of use of technology. These are attitude, anxiety, ability, subjective norm, facilitating conditions and voluntariness. The perceived ease of use and perceived usefulness determine the level at which technology is implemented in classrooms. The level of integration determines whether or not successful teaching in terms of the three elements of TPCK is being used. During the process whereby teachers attempt to implement technology in their classrooms, it is possible to identify changes in their professional teacher technical identity development. These changes are interpreted and a new framework for Professional Teacher Technical Identity Development is created. It is proposed that this framework can be used to explain the implementation process and behaviour of teachers during the process as their teacher identity is altered. / Thesis (PhD)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / PhD / Unrestricted

With growing popularity of the use of social network sites/services (SNSs) throughout the world, the global dominance of SNSs designed in the western industrialized countries, especially in the United Sates, seems to have become an inevitable trend. As internationalization has become a common practice in designing SNSs in the United States, is localization still a viable practice? Does culture still matter in designing SNSs? This dissertation aims to answer these questions by comparing the user interface (UI) designs of a U.S.-based SNS, Twitter, and a China-based SNS, Sina Weibo, both of which have assumed an identity of a “microblogging” service, a sub category of SNSs. This study employs the theoretical lens of the theory of technical identity, user-centered website cultural usability studies, and communication and media studies. By comparing the UI designs, or the “form,” of the two microblogging sites/services, I illustrate how the social functions of a technological object as embedded and expressed in the interface designs are preserved or changed as the technological object that has developed a relatively stable identity (as a microblogging site/service) in one culture is transferred between the “home” culture and another. The analysis in this study focuses on design elements relevant to users as members of networks, members of audience, and publishers/broadcasters. The results suggest that the designs carry disparate biases towards modes of communication and social affordances, which indicate a shift of the identity of microblogging service/site across cultures.