D.Ed. (Science Curriculum) / The main problem investigated in this research is the identification of cognitive skills required for the present day labour market which should be included in technikon instructional programs. The aim of this research 'is to identify those cognitive skills which are relevant to the work/labour milieu of the technikon, and to describe the importance of these skills in the context of the teaching program ...

M.Ed. (ICT in Education) / The purpose of this study has been to explore computer-illiterate first year students’ experiences of initial engagement with ICTs in their first weeks of study at the University of Johannesburg, by examining meanings they construct for themselves of these experiences. Pressure on universities to adopt ICTs in educational practice is intensified by South Africa’s legacy of un- and under-prepared first year students. Many factors impacting first year students’ transition to university have a direct bearing on their learning. Students who are able to engage with ICTs during first year orientation seem rapidly to become more confident and motivated to experiment further with these technologies, while students who struggle to engage show signs that may be interpreted as fear or lack of confidence to do so. I have argued that current interventions do not sufficiently support new students in their initial engagement with ICTs. In some modules, academic tasks are due within the first few weeks of study, suggesting possible implications for later academic performance. Eight students without prior experience of ICTs who attended basic computer orientation sessions during 2011 were interviewed immediately after their sessions, in a basic generic qualitative study. Interviews were transcribed and analysed. Elements from the taxonomies of Bloom, Krathwohl, Masia, Anderson and Shulman have been combined into a heuristic to examine to what extent learning and engagement took place during the sessions. Cultural Historical Activity Theory (CHAT) and Engeström’s extended mediational triangle have been employed as analytical tools to guide me as researcher in an understanding of student activity, and to help me to interpret students’ stories as they struggled to engage with ICTs. Tensions that were exposed between the students and different components of the activity systems (the orientation sessions) have been exposed, and from this a joint account of students’ experiences has provided a framework for understanding their initial engagement with ICTs.

D. Tech. Education / The aim of the study is to explore the extent to which a University of Technology prepares pre-service teachers to teach the school Mathematics and Technology curriculum in South Africa. The study employed a combination of a qualitative method and case study approach. Participants were ten (10) Mathematics and nine (9) Technology pre-service teachers, totaling nineteen (19) participants. Data collection were done through an exploratory approach of document analyses, semi-structured interviews, and non-participant observations. The study was guided by two (2) conceptual frameworks, that is, Knowledge-Based for Teaching (Shulman, 1987) and the 7E instructional model from Eisenkraft (2003). This study found that Mathematics and Technology teacher training were not comprehensive enough to prepare pre-service teachers to teach the South African school curriculum.

This monograph documents my effort as well as examines the process of developing sustainable support in the use of instructional technology in a consulting project over a ten month period. It is written in a narrative recording the occurrences and my interventions during this ten-month period, along wdth my reflections in italics in light of the review of the literature and the analysis of the narrative. This results in a deeper understanding and insights in the field of instructional technology, and leads to the elaboration of a mission statement, which represents my present thinking about instructional design and consultation.

Submitted in full compliance with the requirements for the Master of Health Sciences in Dental Technology, Durban University of Technology, Durban, South Africa, 2017. / With the transformation in Higher Education (HE), the number of Black African students entering South African universities increased significantly (72%). Black African students accounted for 77.38% of the total student population at Durban University of Technology (DUT). It has been noted that the majority Black African students in HE are first-generation students, many are under-prepared, and come from low-socioeconomic backgrounds. Students from this racial group tend to make incorrect career choices due to a lack of knowledge, experience, and adequate vocational guidance and career counselling. To add to this, many University of Technology programmes, such as Dental Technology, are vocational in nature and prepare students for unfamiliar industries. The aim of this study is to determine the factors associated with student recruitment practices and student profiles in the Dental Technology programme at the DUT. This cross-sectional study employed a mixed method approach. An online survey recruited Dental Technology students who entered the programme from 2008 to 2012. The students’ demographic information was retrieved from the Management Information System (MIS) Department. The survey generated categorical data, which was analysed using the SPSS (Statistical Package for the Social Sciences) which included frequencies, cross-tabulation, Chi-Square test, and Spearman's Rank Order Correlation. Semi-structured interviews with Dental Technology lecturers and the staff involved in student recruitment practices generated qualitative data which was analysed using QSR NVIVO 10. Common themes were classified and discussed. The findings showed that 75% of Dental Technology students were Black African. Only 28% came from urban areas and 81.4% of students attended government schools. Furthermore, 60% relied on financial aid for the payment of their tuition fees. Two categories of necessary attributes emerged i.e. general attributes for an HE student (intrinsic qualities e.g. passion, positive attitude) and the practice specific attributes for Dental Technology (e.g. good eye-hand coordination, manual dexterity). However, the academic staff indicated that the programme is not attracting its desired students. Added to this, is the fact that from the 2008 – 2012 initial intake of 157 students, 41% dropped out of the programme. According to Dental Technology staff, there are no programme-specific student recruitment practices, and they rely on the institutional recruitment practices. However, qualitative findings showed that the DUT employs a generic approach which includes branding and direct promotion with academic departments only minimally involved, reducing the likelihood of effectively recruiting desired students for specific academic programmes such as Dental Technology. About 83% of students indicated that they had not been exposed to any of the DUT’s recruitment practices while they were still in high school. With these findings, it can be concluded that the association between the profiles of the student participants and the current student recruitment practices in the Dental Technology programme is incongruent and weak. In essence when students are recruited to enrol in academic programmes in an institution there needs to be a strong relationship between academic departments and the staff members responsible for recruiting students as the academic staff members are better able to clearly explain the intricacies of their respective programmes and they have an accurate understanding of their desired students. The student recruitment personnel are equipped to sell or market the institution and its offerings to prospective students, but there is clearly a need for the Dental Technology programme to pay more attention to the manner in which their students are recruited and retained. This will help to improve the programme's pass rates and dropout rates while addressing the issues of access, equity, diversity. / M

This study investigated the presence of technology leadership components in Texas principal preparation programs. Programmatic and course information of principal preparation programs holding accreditation with Texas Education Agency were analyzed to determine presence of technology leadership instruction. Results were compared with Shrum et al.'s 2011 research, and showed a slight increase in presence. This study also examined possible differences in technology leadership components based on if the course was delivered online, face-to-face, or blended. Results showed a stronger presence of technology leadership in online courses. Additionally, the degree of alignment of technology leadership components being taught in principal preparation programs in Texas with the International Society for Technology in Education was explored. Results showed a positive correlation between technology leadership components instruction with the International Society for Technology in Education.

No description available.

Thesis (M. Tech. (Information Technology)) -- Central University of technology, Free State, 2013 / This study compared the usability of three Information and Communication Technology (ICT) network programs in a learning environment. The researcher wanted to establish which program was most adequate from a usability perspective among second-year Information Technology (IT) students at the Central University of Technology (CUT), Free State. The Software Usability Measurement Inventory (SUMI) testing technique can measure software quality from a user perspective. The technique is supported by an extensive reference database to measure a software product’s quality in use and is embedded in an effective analysis and reporting tool called SUMI scorer (SUMISCO). SUMI was applied in a controlled laboratory environment where second-year IT students of the CUT, utilized SUMI as part of their networking subject, System Software 1 (SPG1), to evaluate each of the three ICT network programs. The results, strengths and weaknesses, as well as usability improvements, as identified by SUMISCO, are discussed to determine the best ICT network program from a usability perspective according to SPG1 students.

Thesis (PhD (Interdisciplinary Health Sciences. Human Nutrition))--Stellenbosch University, 2008. / Various enabling factors are required to incorporate technology in teaching and learning, moving towards a more learner-centred approach. Although efforts are being made to address the situation, the effective incorporation of ICT is not yet the norm in African higher education institutions (HEI). Data is available regarding the situation in African HEI, but very little is known about the situation of nutrition training. This research programme was divided into three phases. Phase I, assessment of the current use, awareness, attitudes and practices of ICT in nutrition training followed a descriptive, cross-sectional approach. A convenience sample of six HEI in South Africa, Malawi, Zambia, Swaziland and Zimbabwe was included. Data were collected from students (N = 591) and lecturing staff (N = 29) in nutrition-related courses using a questionnaire on ICT awareness, attitude and practices. Phase II, development and validation of a purpose-designed e-learning nutrition module followed a descriptive, cross-sectional approach. An e-learning module on Nutrition and HIV/AIDS with eleven sub-modules was developed, using an e-learning platform taking the specific constraints of developing countries into account. It was validated by expert reviewers (N = 27) for content validity and students (N = 175) for face validity. Phase III, to determine the impact of the module on cognitive knowledge followed an experimental before-after approach and used a set of twenty True/False questions for eight of the sub-modules (N = 173). Although there is widespread accessibility to computers, less so to the internet, in nutrition-related courses at Southern African HEI, respondents still felt that more computers should be made available. Computers are not fast enough and lack of finances is the main barrier to home and internet access. Students rate their ICT skills as average to good. Institutional ICT policies and support seem to be lacking, but their attitude to ICT is positive and supportive. Respondents felt that ICT could add a new dimension to nutrition training and are in favour of application of ICT in different modes. Most indicate that the current use of ICT in nutrition training is inadequate. The Nutrition in HIV/AIDS module was validated and found to be useful as an educational tool, being user-friendly, interactive and self-paced. The majority of students reported that their ICT skills were sufficient to complete the e-learning activity. Although generally rated as at least as effective, or more effective than conventional lectures, clearly this mode of elearning should not replace traditional teaching. The content was found to be comprehensive and evidence-based. The depth of the content was sufficient, the level correct for undergraduates and the material relevant to the Southern African context. The interactivity was deemed important, helpful and effective. Most students indicated that they would recommend the Nutrition in HIV/AIDS module to other students, that they enjoyed the presentation and learnt something new. There was an improvement in knowledge scores and/or the number of questions being answered correctly in all but one sub-module. The results confirm previous studies indicating that well-designed elearning modules have the potential to increase the performance of students.

Since the close of WWII, higher education has been central to the growth of U.S. science, but the role of historically Black colleges and universities (HBCUs)has been under-explored within this narrative. The nation s 105 HBCUs constitute less than one percent of the U.S. higher education community, but consistently have served as a major conduit for the production of African Americans in the sciences, technology, mathematics and engineering. National Science Foundation data reflect an average 29 percent share for the period 1994-2001. The output is even more striking when examined by degrees awarded in disciplinary clusters 50 percent in the agricultural sciences, 45 percent in the physical sciences and mathematics, and 42 percent in the biological sciences. This research explores the role of HBCUs in educating African Americans in science from the boosterism period shortly following World War II, through affirmative action legislation of the 1960s and 1970s, and concluding with current federal policies. A particular analysis is undertaken of Spelman College, a private liberal arts college founded by New England missionaries in the South during the late 19th century as a seminary for former slave women and girls. Spelman presents a unique case to analyze the particularistic characteristics of race, gender and institutional setting within the context of a so-called normative structure of science. Over a 25-year period, Spelman was able to rise beyond the structural limitations of its position as a Black college, a women's college, and a southern college to become one of the single most productive undergraduate institution for African American women earning the baccalaureate degree in science. What new perspectives might the Spelman story specifically and the history of HBCUs generally offer about the history of U.S. science, the notion that careers be open to talent, and current public policy discourse regarding efforts to increase the participation of under-represented racial minorities and women in science, engineering and mathematics? My thesis is that it is the politics of particularlism, not an ideal of universalism, that has fundamentally determined who participates in science and has had a significant impact on HBCUs. Despite these constraints, the contributions that these institutions have made to the U.S. scientific workforce have been enormous.