Thesis (M.A.(Media studies ))--University of Limpopo, 2007 / There is gross uneven access and utilization of Information and Communication Technology (ICT) between developed and underdeveloped communities in South Africa. As a result the majority of the underdeveloped communities which are mainly found in rural areas fail to participate in the global ICT arena. Rural communities’ especially rural women are subjected to deprivation, poverty and isolation. Government sought to reverse the situation through the provision of Telecentres and Multi-purpose Community Centres (MPCCs). To understand the plight of the rural women, different theories ranging from capitalism to socialism were reviewed in an attempt to trace the mode of South African production which caused the problem and some understanding of the solution possible. The theory of oppression by Paul Freire (1970) serves as the main point of focus on how rural women fail to utilize Telecentres and MPCCs. Qualitative and quantitative approaches were adopted in order to present the perceptual views of these women. Various methods of collecting data were used in order to have a wider perspective of how Telecentres and MPCCs are utilized by rural women. This includes a profound investigation through which a pilot study, participant observation, focus group, interviews and questionnaires became instrumental to the whole research. The findings of the pilot study conducted in Mogalakwena Hewlett Packard inclusive of community (HPi-community) reflected that there are discrepancies and deficiencies which exit between Mogalakwena HPi-community and the three Telecentres Botlokwa, Mankweng and Mohodi. The tripartite marriage between Government Hewlett Packard and the municipality enable the Mogalakwena HPi-community to provide better ICT facilities. The other three Telecentres fail to meet the standard of the Mogalakwena HPi- community due to the fact that they lack financial support. Participant observation assisted in discovering that ICT access created a good relationship between Botlokwa Telecentre and its neighbouring institutions. It was also discovered that most youths come for computer-skill acquisition. Focus groups interviews were conducted using English and the local language (Sepedi) in order to meet the rural women’s level of understanding. Through in depth analysis, the study indicates that poverty, unemployment, limited funding, illiteracy, and unavailability of ICT facilities for the disabled are the main issues that contribute to the low impact of Telecentre and MPCC utilization. Apart from this analysis, ICT access has a significant impact on the lives of rural communities especially women. However, there is still a need for an accelerated growth in ICT utilization. It is recommended that effective mechanisms be put in place to assist improve the situation in ICT provision. This must involve the people themselves taking initiatives, of course with the active support of government.

MENVSC / Department of Ecology and Resource Management

Thesis (M.A. (Nursing)) -- University of Limpopo, 2018 / The implementation of Information and Communication Technology (ICT) and its impact on teaching and learning have not been researched in the Limpopo College of Nursing and, therefore, learner nurses' perceptions and nurse educators are not known. The purpose of this study was to explore and describe the perceptions of learner nurses and nurse educators of the use of ICT in teaching and learning at the Limpopo College of Nursing (LCN). Upon obtaining clearance from the Turfloop Research Ethics Committee (TREC) to conduct the study, the College granted permission to conduct the study. Research employing the exploratory-descriptive qualitative research design was conducted to achieve the aim and objectives of this study. Data were collected from forty-seven (47) learner nurses and sixteen (16) nurse educators using focus group interviews. Data were audio-recorded, and field notes were written. Trustworthiness was ensured by applying Lincoln and Guba's trustworthiness criteria. Transferability was ensured by utilizing purposive sampling techniques to include all participants. Data were analyzed qualitatively by using Tech's open coding method. The study results indicated that there is no ICT implementation in teaching and learning at the LCN. Learner nurses complained about the unavailability of proper ICT infrastructure, the lack of training of all LCN stakeholders in the use of ICT, the lack of skills of the lecturers to facilitate the utilization of ICT platforms, and the lack of a structured curriculum that embraces ICT platforms. The results indicated that nurse educators were concerned about producing learners who are not familiar with ICT; however, nurse educators were willing to implement ICT, even though no training had been provided to both old and new staff on ICT use. The results indicated that the LCN employs no ICT personnel. It is recommended that on-going training of the learner nurses and nurse educators in the use of ICT facilities be considered to remedy the situation. The college management should take the initiative to provide ICT facilities that can serve all campuses.

Thesis (Ph.D. (Curriculum Studies)) -- University of Limpopo, 2022 / This study explored the use of information communication technology (ICT) to enhance teaching and learning in selected schools in Limpopo Province of South Africa. The study examined how ICT could be used to the advantage of the educator and learners in the classroom. The research is important because of the need to shift from teacher centred to learner centred approaches through using technology in the classroom. In addition, today’s learners are different from those of 20 years ago in that they are inquisitive and want to discover knowledge on their own. In the past twentyfive years that the researcher has been a teacher, she has seen a significant change in the learners’ attitude towards education. The current learners are energetic, enjoy change and are opposed to traditional teaching approaches that focus on rote learning. This qualitative research implemented the principle of life-long learning to increase a variety of educational mediums and promote the learners’ technology literacy. The research also sought to encourage the culture of learning through the development of learning skills. To achieve the study objectives, a case study design which is an aspect of qualitative research, was adopted. This led to a naturalistic inquiry which allowed the researcher to collect data by interacting with selected individuals in their everyday setting. The study exploits the constructive-interpretivist paradigm because this enabled the researcher to critically explore the use of ICT in enhancing teaching and learning at secondary schools. Data was collected through interviews with participants. Subsequently, the data was analysed to gain in-depth understanding about how educators implement and ensure quality teaching and learning through the use of ICT in the classroom. Data was transcribed verbatim and then grouped according to different themes. The research findings indicate that the use of ICT in the classroom promotes teaching and learning. ICT is an innovative tool which also allows diverse perspectives to emerge, enabling learners to develop a group identity.

MCom / Department of Business Management / See the attached abstract below

MCom (Business Information Systems) / Department of Business Information Systems / The aim of this research study is to propose an e-learning framework to deliver a guideline for the adoption of e-learning considering all major determinants such as technical, operational, organisational, cultural and socio-economical domains, in the setting of rural-based higher educational institutions. E-learning is a process which has arisen from ICT advancement, and it is coordinated together with the education programs at many universities. In South African tertiary institutions, the adoption rate for e-learning is higher in urban-based higher education institutions and colleges and lower in rural-based higher education institutions. Even though with the supposed capacity that e-learning provides, the bigger part of the e-learning approach in rural-based higher education institutions does not achieve their potential. This study focuses on identifying factors which impact the adoption of e-learning at rural-based, higher education institutions and its challenges. A case study approach is undertaken, using mixed methods for collection of data from the respondents based on e-learning adoption at student, educator and institutional level. The study identified the factors which influence the adoption of e-learning in rural-based HEIs. Eventually, the researcher proposed an e-learning framework which contributes to the e-learning adoption in rural-based HEIs, by establishing a guide for these institutions for enhanced planning, development and implementation tool for e-learning adoption using the Unified Theory of Acceptance and Use of Technology Model. The study identified that the e-learning usage and perception was lower in rural-based HEIs as compared to urban-based HEIs, and performance expectancy, effort expectancy, social influence and facilitating conditions are all major factors which influence the adoption of e-learning. / NRF

Thesis (MPhil (Information Science))--University of Stellenbosch, 2007. / The world has advanced and grown to a stage where a person without a basic computer literacy finds it almost impossible to function comfortably in society. To address the situation governments all over the world are encouraging their citizens to become technologically literate. Countries are spending large sums of money to integrate ICTs in education. The South African government on its part has realized and acknowledged the importance of Information and Communication Technology in education. Hence, its White paper on e-Education, which provides for the integration of ICTs into schools. This study looks at efforts being made by the Department of Education and other education stakeholders to address the ICT situation in some schools based in a rural area of the Limpopo Province. A well-resourced school in so far as ICTs are concerned was visited to assess the functionality and applicability of ICT within the school system and to make comparisons to less resourced schools. The study highlights the plight of schools in rural areas where the lack of basic amenities such as adequate accommodation, furniture, water, etc. is the order of the day. It is however pointed out that dwelling on these issues is no solution as the question of ICT integration into schools is a non negotiable one, if South African learners are to be kept abreast with trends in other parts of the world. That is, without adequate immersion into ICT, learners would not be globally competitive. The ICT situation in schools in the Limpopo Province has been analysed within a framework developed under this study. The framework is set to help the Department of Education determine the suitable intervention programmes for each level of ICT integration. In addition, the study concludes with a recommendation. The success or failure to integrate ICT into schools, especially those in rural areas, depends to a large extent on the kind of intervention the government adopts. Since all schools have not attained the same level of ICT integration, there should be a clearly defined audit to determine what is needed and how it should be provided. This study raises some of the key issues for integration of ICTs in schools within a rural setting.

M.Ed. (Information and Communication Technologies in Education) / The use of ICT at all levels in the schools has been shown to have a positive impact on teaching and learning, in particular of Mathematics. In South Africa, Dinaledi schools have been given ICT resources by the former Department of Education (South Africa) with the aim of improving Grade 12 results, particularly in Mathematics. This study aims to assess the use of ICT for learning in the selected Dinaledi School, with an additional focus on Mathematics learning in grade 8 to 12, and to provide guidelines for the use of ICT in the Dinaledi schools, and specifically to support Mathematics learning. The ‘mixed–method’ study comprised several sets of data, both quantitative and qualitative, using a sequential-mixed-method-explanatory design for the case of the selected Dinaledi School, Kone High School (Fictitious name), situated in the Limpopo Province, to determine how ICT resources are used in the teaching and learning, and also for Mathematics. In the quantitative phase, quantitative data was collected by means of structured questionnaires on the use of ICT from the principal, teachers and students. The University of Johannesburg’s STATKON unit analysed the data, and confirmed the latent theoretical constructs that were embedded in the questionnaire. To clarify the results, in the follow-up qualitative phase, the principal, teachers and students were interviewed on the use of computers. Other quantitative data were sourced from official end-of-year matric results. Both teachers and students pointed that the ICT resources were not sufficiently used in teaching and learning, in particular for Mathematics, although in contrast it appeared that the principal believed that the ICT resources were sufficiently used for teaching and learning. The study concluded that ICT was not an important driver of teaching and learning in this Dinaledi school and it did not play the role in teaching and learning at Kone High School, as is envisioned for Dinaledi schools.

Thesis (M.A. Education (Curriculum Studies)) -- University of Limpopo, 2021 / The emergence of Web 2.0 and Web 3.0 resulted with digital classroom technology that changed learning spaces into interactive digital spaces. Changes in classroom digital technology has caused education ministries to make a substantial investment in digital technology infrastructure and teacher training, to prepare teachers to venture into the 4th Industrial Revolution. The advent of tablet and smart phone technologies created a platform for schools within developing economies to change from traditional classroom practices to digital classroom technology. The problem this study examined is the lack of classroom technology and connectivity, and teachers’ circumstances that makes them fail to transition to digital pedagogies. The purpose of the study was to investigate the levels of digital classroom technologies and teacher’s usage of technology in selected schools in Limpopo Province. This study was guided by three main research questions, namely, “What is the level of classroom digital technologies in schools? What is the teachers’ perceived level of usefulness of using digital classroom technology? Do teachers possess competencies required to influence teaching and student learning?” The study is qualitative in nature and the interpretivism paradigm and a theory of technology acceptance model were used to guide in assessment of this phenomenon. The study was premised within the interpretivism paradigm and qualitative case study approach was used. Interviews and document studies were used to collect data from 4 teachers, 4 heads of department (HoD) and 4 principals, who were selected from four case schools that participated in Limpopo CoLab school project. The findings of this study identified a low level of digital classroom technology integration in Limpopo project schools due to inadequacies of digital classroom technologies and lack of internet connectivity. Furthermore, teachers’ resistance to transit from teacher-centred pedagogy to learner-centred pedagogy; a lack of adequate teacher training on digital classroom technology; and failure in the implementation of e-education policy by case schools were identified as challenges faced by Limpopo Project Schools. The study concludes that schools that were serviced by Limpopo CoLab project lack digital classroom facilities to practice what were learnt during training. This study recommends the vi Department of Basic Education provides Limpopo schools with school connectivity and digital technologies. This study further recommends that training of teachers on the use of digital classroom technologies should be made a priority.

Despite attempts by the South African government in partnership with private sector to equip schools with computers, research has shown that technology integration into teaching and learning is very low. Literature revealed that professional development or capacitation of teachers as the key element in enabling them to utilise technology and integrate it in their teaching practices. The main aim of this study was to design and develop Information Communication and Technology (ICT) instructional tools which were to be used to train teachers in primary schools on how to integrate ICT into teaching and learning. Design research and Instructional design theories were employed in guiding this study. The study used the ADDIE model of Instructional design as a guiding principle in the design and development of the tools. The study is located in the positivist paradigm of exploring reality and the methodology employed in this study was quantitative in nature. The participants were 28 teachers from three primary schools. The sample was purposely selected since the schools were awarded computers after taking part in a water management project. The quantitative data to determine the participants‟ prior knowledge, effectiveness of the solution and the teachers‟ satisfaction with the designed solution were collected by means of two questionnaires administered in two phases: pre- and post- workshop. The results of this study revealed that capacitation of teachers have to lay the foundation for ICT integration into teaching and learning. Giving computers to schools can lead to successful integration once the teachers feel competent to use them. Furthermore, it is crucial that other intervention strategies be explored, to empower teachers. It is recommended that this study be transferred to other similar situations. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)