Doctor of Philosophy / Curriculum and Instruction Programs / Rosemary S. Talab / The goal of this exploratory case study was to answer two questions: 1. How does an exemplary on-campus undergraduate large Introduction to Cultural Anthropology course encompass the PBL learning model characteristics, specifically focusing on the following: 1.1) Driving question, 1.2) Student construction of an artifact, 1.3) Teachers’ role, and 1.4) Assessment? 2. How is technology used by the professor, teacher assistants, and students to support project-based learning? To answer these questions, the researcher studied a large Introduction to Cultural Anthropology class, which consisted of the professor, ten teaching assistants (TAs), and 400 students. The students were divided into 20 recitation sections, with 20 students in each section. Each TA was assigned two recitation sections. Observations were conducted on twice-weekly Professor’s lectures and three once-weekly recitation sessions. Additionally, interviews and follow-up interviews were conducted of the professor, three teaching assistants (TA), and nine students. Finally, documents analyzed included the professor’s course materials and course management documents. With respect to Research Question 1, “How does an exemplary on-campus undergraduate large Introduction to Cultural Anthropology course encompass the PBL learning model characteristics, specifically focusing on the following: 1.1) Driving question, 1.2) Student construction of an artifact, 1.3) Teachers’ role, and 1.4) Assessment?”, research findings indicated that all four elements of the PBL model were present in this class and were executed well. Research Question 2, “How is technology used to support PBL,” findings indicated that advanced technologies were used by the professor for course purposes. These technologies included Wetpaint (the wiki course management system) and Facebook. More conventional technologies, such as e-mail, were also used for this purpose. Though students were hesitant to use course technology in the beginning. However, with the help of the professor and TA’s, the students learned to use the course technology and grew to enjoy it. Two additional themes emerged through open coding: Emotional Involvement and Non-Participation. First, the TA’s and students developed emotional ties to the cultures that they created in their recitation sections. Second, some students did not participate in either the lecture or the recitation sessions. The TAs took non-participation seriously, both in terms of class participation, individually, and in terms of student responsibilities to the group recitation session in culture construction.

Challenges in the South African education system arise from inter alia inadequate training, social and environmental problems, parental inefficiency, insufficient professionalism among teachers, as well as negative attitudes of learners. An urgent need exists to establish “a moral underground, an army of volunteers” (Jansen, 2012) who would be willing to provide another chance to “abandoned children” in poorer schools to develop their full potential for a brighter future. To assist learners to achieve a better future, this study focused on teacher-students and to enhance their learning experiences and consequently their teaching performance. By motivating the teacher-students to develop their potential in order to achieve better, they could, in turn, break the barriers of mediocrity in the learners they taught. The aim of this study was to uncover how a social network service (SNS) like Facebook could be used as an academic tool to support and enhance the affective learning experience of open distance teacher-students in the rural Eastern Cape. The main research question which guided this study was: How can the affective learning of open distance learning teacher-students in the rural Eastern Cape be supported through academic Facebook? The research intervention which elicited data, comprised coaching and scaffolding of the learning content relating to research methodology, as well as guiding the participants to engage with an SNS as a learning technology in an academic environment. The researcher created a support group on Facebook where participants could, at any time, interact with peers and the facilitator. Non-probability purposive sampling selected the participants according to the following criteria: isiXhosa home language speaking teacher-students from the rural areas around Queenstown in the Eastern Cape, enrolled with NWU for a BEd Honours degree, and who owned cellular phones which could connect to the Internet. While 74 teacher-students were invited to participate in the research, only 34 attended some of the coaching and scaffolding sessions, and 22 joined the FaceFunda group page. This qualitative bounded case study was conducted from a postmodern pragmatic view. Data were collected through individual interviews, a focus group interview, text from the FaceFunda group page and the researcher’s reflective diary. The data were analysed with Atlas. ti™. Three patterns emerged which described participants’ affective experiences: (i) emotions while learning with technology, (ii) experiences with technology, and (iii) need for support. In each case, the patterns related to emotions of competence (codes that captured positive and enabling experiences), and emotions of incompetence (codes that captured negative and incapacitating experiences). A secondary analysis of the findings uncovered the guidelines for the academic use of Facebook for rural distance teacher-students. Four themes emerged as guidelines: i) coaching and scaffolding support, (ii) technological support, (iii) peer support, and (iv) communication with the higher education institution. The guidelines highlighted that the affective learning of open distance learning of rural teacher-students in the Eastern Cape can be supported through the academic use of Facebook. ODL teacher-students require support coaching and scaffolding in order to adopt the use of SNSs for academic purposes. Adult learners should be supported to overcome technophobia to enable engagement with learning content. With adequate supportive measures, SNSs can contribute towards positive learning experiences of rural students. / MEd (Learner support), North-West University, Potchefstroom Campus, 2014

Challenges in the South African education system arise from inter alia inadequate training, social and environmental problems, parental inefficiency, insufficient professionalism among teachers, as well as negative attitudes of learners. An urgent need exists to establish “a moral underground, an army of volunteers” (Jansen, 2012) who would be willing to provide another chance to “abandoned children” in poorer schools to develop their full potential for a brighter future. To assist learners to achieve a better future, this study focused on teacher-students and to enhance their learning experiences and consequently their teaching performance. By motivating the teacher-students to develop their potential in order to achieve better, they could, in turn, break the barriers of mediocrity in the learners they taught. The aim of this study was to uncover how a social network service (SNS) like Facebook could be used as an academic tool to support and enhance the affective learning experience of open distance teacher-students in the rural Eastern Cape. The main research question which guided this study was: How can the affective learning of open distance learning teacher-students in the rural Eastern Cape be supported through academic Facebook? The research intervention which elicited data, comprised coaching and scaffolding of the learning content relating to research methodology, as well as guiding the participants to engage with an SNS as a learning technology in an academic environment. The researcher created a support group on Facebook where participants could, at any time, interact with peers and the facilitator. Non-probability purposive sampling selected the participants according to the following criteria: isiXhosa home language speaking teacher-students from the rural areas around Queenstown in the Eastern Cape, enrolled with NWU for a BEd Honours degree, and who owned cellular phones which could connect to the Internet. While 74 teacher-students were invited to participate in the research, only 34 attended some of the coaching and scaffolding sessions, and 22 joined the FaceFunda group page. This qualitative bounded case study was conducted from a postmodern pragmatic view. Data were collected through individual interviews, a focus group interview, text from the FaceFunda group page and the researcher’s reflective diary. The data were analysed with Atlas. ti™. Three patterns emerged which described participants’ affective experiences: (i) emotions while learning with technology, (ii) experiences with technology, and (iii) need for support. In each case, the patterns related to emotions of competence (codes that captured positive and enabling experiences), and emotions of incompetence (codes that captured negative and incapacitating experiences). A secondary analysis of the findings uncovered the guidelines for the academic use of Facebook for rural distance teacher-students. Four themes emerged as guidelines: i) coaching and scaffolding support, (ii) technological support, (iii) peer support, and (iv) communication with the higher education institution. The guidelines highlighted that the affective learning of open distance learning of rural teacher-students in the Eastern Cape can be supported through the academic use of Facebook. ODL teacher-students require support coaching and scaffolding in order to adopt the use of SNSs for academic purposes. Adult learners should be supported to overcome technophobia to enable engagement with learning content. With adequate supportive measures, SNSs can contribute towards positive learning experiences of rural students. / MEd (Learner support), North-West University, Potchefstroom Campus, 2014

Massive Open Online Courses (MOOCs) hold the potential to open up educational opportunities and learning experiences to a global audience by combining recent technological advances with technology-enhanced learning. In general, MOOCs are considered online courses that require no prior qualifications for entry, can be accessed by anyone, and attract a diverse audience from a variety of learning and professional backgrounds. However, MOOC teams (including instructors and learning designers, among others) face several challenges when designing for learning in this context. In this work, two main challenges are investigated and approached, namely the lack of well-defined and validated learning design strategies to support practitioners in the MOOC development, and the poor pedagogical design models adopted in MOOCs, which are generally based on traditional classroom formats, such as teacher-centered approaches and content-based learning. Thus, the purpose of this work is to propose a learning design strategy, named Learning Design Framework for MOOCs (LDF4MOOCs), which is grounded on Software Engineering mechanisms and systematic procedures to ensure the standardization and the productivity of all the aspects involved in the MOOC development process. LDF4MOOCs consists of: (i) a MOOC Life Cycle process, which describes fundamental steps to plan, offer, and evaluate a MOOC; (ii) an Educational Design Pattern Language for MOOCs, which is based on problems and recurring solutions to solve the main activities described in the life cycle; and (iii) the related supporting resources. LDF4MOOCs is also pedagogically informed by Flipped Learning ideas, including active learning strategies, self-regulated learning, competency-based design, learner-centered learning, among others. LDF4MOOCs and its elements were evaluated through an experimental study, three case studies, and two expert reviews as internal evaluation methods. Additionally, a field evaluation with educators using the framework as a guide to design their MOOCs was considered as an external evaluation method. The obtained results indicated that LDF4MOOCs has a positive impact on the design for learning in MOOCs, suggesting that our strategy can be effectively applied to support and enhance MOOC development. / Cursos Online Abertos e Massivos (MOOCs) possuem o potencial de abrir oportunidades educacionais e experiências de aprendizado para um público global, combinando os avanços tecnológicos recentes e a aprendizagem mediada pela tecnologia. Em geral, eles são considerados cursos virtuais que não exigem qualificações prévias para a entrada, podem ser acessados por qualquer pessoa e atraem um público diversificado, com uma variedade de experiências e qualificações profissionais. No entanto, equipes responsáveis por desenvolverem MOOCs (incluindo instrutores e projetistas de aprendizagem, entre outros) deparam-se com vários desafios ao projetar para a aprendizagem nesse contexto. Neste trabalho, duas lacunas principais são investigadas e abordadas: a falta de estratégias de projeto de aprendizagem bem definidas e validadas para apoiar os profissionais no desenvolvimento de MOOCs; e as limitações nos modelos de projeto pedagógico adotados, geralmente baseados em formatos tradicionais de sala de aula, tais como abordagens centradas no professor e a aprendizagem baseada em conteúdo. O objetivo deste trabalho é propor e validar uma estratégia de projeto de aprendizagem denominada Learning Design Framework for MOOCs (LDF4MOOCs), baseada em mecanismos de Engenharia de Software e procedimentos sistemáticos para garantir a padronização e a produtividade de todos os aspectos envolvidos no processo de desenvolvimento de MOOCs. LDF4MOOCs consiste em: (i) um processo do ciclo de vida para MOOCs, que descreve etapas fundamentais para planejar, oferecer e avaliar um MOOC; (ii) uma Linguagem de Padrões de Projeto Educacional para MOOCs, baseada em problemas e soluções recorrentes para resolver as principais atividades descritas no ciclo de vida; e (iii) recursos de apoio relacionados. LDF4MOOCs também é pedagogicamente informado pelas ideias de Flipped Learning, incluindo estratégias de aprendizagem ativa, aprendizado autorregulado, projeto baseado em competências, aprendizado centrado no aluno, entre outros. O framework e seus elementos foram validados internamente por meio de um estudo experimental, três estudos de caso e duas revisões por especialistas. Adicionalmente, um estudo de campo envolvendo educadores que usaram o LDF4MOOCs como uma guia para desenvolver seus MOOCs foi utilizado como método de validação externa. Os resultados obtidos indicam que LDF4MOOCs apresenta um impacto positivo no projeto de aprendizagem para MOOCs, sugerindo que tal estratégia pode ser efetivamente aplicada para apoiar e melhorar o desenvolvimento de MOOCs.

Massive Open Online Courses (MOOCs) hold the potential to open up educational opportunities and learning experiences to a global audience by combining recent technological advances with technology-enhanced learning. In general, MOOCs are considered online courses that require no prior qualifications for entry, can be accessed by anyone, and attract a diverse audience from a variety of learning and professional backgrounds. However, MOOC teams (including instructors and learning designers, among others) face several challenges when designing for learning in this context. In this work, two main challenges are investigated and approached, namely the lack of well-defined and validated learning design strategies to support practitioners in the MOOC development, and the poor pedagogical design models adopted in MOOCs, which are generally based on traditional classroom formats, such as teacher-centered approaches and content-based learning. Thus, the purpose of this work is to propose a learning design strategy, named Learning Design Framework for MOOCs (LDF4MOOCs), which is grounded on Software Engineering mechanisms and systematic procedures to ensure the standardization and the productivity of all the aspects involved in the MOOC development process. LDF4MOOCs consists of: (i) a MOOC Life Cycle process, which describes fundamental steps to plan, offer, and evaluate a MOOC; (ii) an Educational Design Pattern Language for MOOCs, which is based on problems and recurring solutions to solve the main activities described in the life cycle; and (iii) the related supporting resources. LDF4MOOCs is also pedagogically informed by Flipped Learning ideas, including active learning strategies, self-regulated learning, competency-based design, learner-centered learning, among others. LDF4MOOCs and its elements were evaluated through an experimental study, three case studies, and two expert reviews as internal evaluation methods. Additionally, a field evaluation with educators using the framework as a guide to design their MOOCs was considered as an external evaluation method. The obtained results indicated that LDF4MOOCs has a positive impact on the design for learning in MOOCs, suggesting that our strategy can be effectively applied to support and enhance MOOC development. / Cursos Online Abertos e Massivos (MOOCs) possuem o potencial de abrir oportunidades educacionais e experiências de aprendizado para um público global, combinando os avanços tecnológicos recentes e a aprendizagem mediada pela tecnologia. Em geral, eles são considerados cursos virtuais que não exigem qualificações prévias para a entrada, podem ser acessados por qualquer pessoa e atraem um público diversificado, com uma variedade de experiências e qualificações profissionais. No entanto, equipes responsáveis por desenvolverem MOOCs (incluindo instrutores e projetistas de aprendizagem, entre outros) deparam-se com vários desafios ao projetar para a aprendizagem nesse contexto. Neste trabalho, duas lacunas principais são investigadas e abordadas: a falta de estratégias de projeto de aprendizagem bem definidas e validadas para apoiar os profissionais no desenvolvimento de MOOCs; e as limitações nos modelos de projeto pedagógico adotados, geralmente baseados em formatos tradicionais de sala de aula, tais como abordagens centradas no professor e a aprendizagem baseada em conteúdo. O objetivo deste trabalho é propor e validar uma estratégia de projeto de aprendizagem denominada Learning Design Framework for MOOCs (LDF4MOOCs), baseada em mecanismos de Engenharia de Software e procedimentos sistemáticos para garantir a padronização e a produtividade de todos os aspectos envolvidos no processo de desenvolvimento de MOOCs. LDF4MOOCs consiste em: (i) um processo do ciclo de vida para MOOCs, que descreve etapas fundamentais para planejar, oferecer e avaliar um MOOC; (ii) uma Linguagem de Padrões de Projeto Educacional para MOOCs, baseada em problemas e soluções recorrentes para resolver as principais atividades descritas no ciclo de vida; e (iii) recursos de apoio relacionados. LDF4MOOCs também é pedagogicamente informado pelas ideias de Flipped Learning, incluindo estratégias de aprendizagem ativa, aprendizado autorregulado, projeto baseado em competências, aprendizado centrado no aluno, entre outros. O framework e seus elementos foram validados internamente por meio de um estudo experimental, três estudos de caso e duas revisões por especialistas. Adicionalmente, um estudo de campo envolvendo educadores que usaram o LDF4MOOCs como uma guia para desenvolver seus MOOCs foi utilizado como método de validação externa. Os resultados obtidos indicam que LDF4MOOCs apresenta um impacto positivo no projeto de aprendizagem para MOOCs, sugerindo que tal estratégia pode ser efetivamente aplicada para apoiar e melhorar o desenvolvimento de MOOCs.

The main purpose of the study was to design, develop, deliver and evaluate a new distance web design course for the needs of students in a vocational higher education institution. Proactive action research was used as a framework during the research process. This research focused on the analysis of the existing face-to-face course to mitigate its problems in the new design. Then, accomplishments and insufficiencies of the new design in the new context were investigated. For this study, data were collected in two different semesters, in a vocational higher education institution. In the first semester, an existing course was investigated to see the problems and the needs. The results revealed that there were problems associated with &ldquo / motivational&rdquo / , &ldquo / interactional&rdquo / , &ldquo / instructional activities&rdquo / , &ldquo / support materials&rdquo / , &ldquo / up-to-date content&rdquo / , &ldquo / technologic&rdquo / , and &ldquo / non-technologic&rdquo / aspects of the existing course. Before the delivery of the new distance course in the second semester, it was completely redesigned with the new characteristics to mitigate some of the predetermined problems of the existing course. In this new structure, an instructor from Ankara gave the course via smart class to this vocational institution located in another city. In the second semester, data were collected to understand what the accomplishments of the new course, and what aspects of the new course needed to be modified. To triangulate qualitative findings, two questionnaire were conducted to see the students&rsquo / attitude towards web-based instruction and students&rsquo / perceptions about learning environment. With the findings of these data collection procedures, the accomplishments of the new design can be categorized in five main headings. These are &ldquo / working with an experienced instructor&rdquo / , &ldquo / extended learning opportunities&rdquo / , &ldquo / increased future expectations of students&rdquo / , &ldquo / fulfilled software requirements&rdquo / , and &ldquo / applicability of a distance vocational course&rdquo / . On the other hand, in the new structure of the course, new problems emerged such as &ldquo / course delivery problems&rdquo / and &ldquo / students&rsquo / readiness&rdquo / , because technology use in education sometimes comes with its unique problems including the solutions. Those accomplishments and insufficiencies points of the new design would be helpful in the new distance course design projects.

Portable and interactive technologies are changing the nature of collaborative learning practices. Learning can now occur both in and beyond the classroom and furthermore combine formal and informal activities monitored and orchestrated across spatial locations. This rises to a new type of orchestrated learning that we term Computer Supported Collaborative Blended Learning (CSCBL) scripts. This thesis investigates the challenges associated with the design of CSCBL scripts and with the technologies responsible for their enactment. Three contributions are presented. First, a conceptual model that combines 4 factors to be considered in the design of CSCBL scripts. Second, technological solutions operationalizing the aforementioned factors are proposed and evaluated through synthetic experiences. And third, four CSCBL experiments using 4SPPIces. These experiments are analyzed into two interrelated multicase case studies, whose cross-analyzed results provide an evaluation of the model, of the operationalization solutions supporting the enactment of the involved CSCBL scripts and of the educational value of the experiences themselves. / La introducción de tecnologías interactivas y móviles está produciendo un cambio significativo en la naturaleza de las prácticas educativas. Actualmente, el aprendizaje mediante colaboración se puede dar en situaciones en que secuencias de actividades formales e informales dentro y fuera del aula se combinan e integran de forma coordinada. Esto da lugar a un nuevo tipo de actividades de colaboración orquestadas en entornos mezclados que llamaremos guiones CSCBL (de su acrónimo en inglés). Esta tesis investiga los retos relacionados con diseño de los guiones CSCBL y de la selección apropiada de la tecnología para su puesta en marcha. De este trabajo de investigación se derivan tres contribuciones principales. Primero, se propone un modelo conceptual que combina 4 factores a tener en cuenta en el diseño de guiones CSCBL. Segundo, se proponen un conjunto de soluciones tecnológicas para dar soporte computacional a los diferentes factores del modelo y dar apoyo a la puesta en marcha de guiones CSCBL. Cada una de estas soluciones se evalúa mediante experimentos sintéticos. Finalmente, esta tesis presenta tres experimentos en que se usa el modelo para proponer actividades de colaboración en entornos mezclados y aplicarlas en entornos reales. Estos experimentos han sido evaluados mediante dos estudios múltiples de casos. El análisis cruzado de los resultados de los casos englobados en cada estudio ofrece una evaluación de la utilidad del modelo y de las soluciones tecnológicas adoptadas para su puesta en marcha.

L'intérêt pour l'utilisation de tablettes en classe se traduit par le développement d'un grand nombre d'applications éducatives. Cependant, peu de travaux prennent en compte le rôle de l'enseignant dans l'orchestration, c'est-à-dire la préparation en amont et la gestion en temps réel, de ce type de situation. Et lorsque des travaux de recherche proposent de fournir des outils informatiques pour supporter les enseignants dans cette orchestration, les logiciels développés sont souvent spécifiques à un exercice et ne peuvent donc pas être réutilisés pour l’orchestration d’exercices différents. Le travail de cette thèse se place dans ce contexte et vise à fournir une librairie d’outils logiciels pouvant servir de base pour le développement de technologies d’orchestration. Pour cela, je propose (1) une modélisation de l’orchestration d’un scénario pédagogique qui explicite les actions d’orchestration d’un enseignant et sur quoi portent ces actions ; (2) des modèles d’interface utilisateur offrant la possibilité aux enseignants de réaliser ces actions d’orchestration ; (3) un framework logiciel pour tablette facile à instancier implémentant ces modèles d’interface, et dont les instanciations ont pour objectif de supporter efficacement un enseignant dans l’orchestration d’une situation donnée. / The use of tablets in classrooms is soaring. This phenomenon can be witnessed by the large amount of applications developed for educational purposes. Yet, little work has addressed the teacher’s role in the orchestration, which stands for the planning beforehand and the management at run-time, of such situations. When these works do address this issue, it often leads to the design of software applications that are too tied to a specific exercise, making these applications difficult to reuse in a different situation. This doctoral project falls within this context and attempts to build a software framework that can serve as a foundation for the development of orchestration technologies. To do so, I propose (1) a model of orchestration that make explicit the teacher’s orchestration actions and on what these actions; (2) abstract user interfaces that allow teachers to perform these orchestration actions; (3) an easy-to-instantiate software framework for tablets that implements these abstract user interfaces, and whose instantiations aim towards efficiently supporting teachers in the orchestration of a specific situation.

As of autumn 2011, all schools in Sweden have adopted and applied the latest curriculum for the compulsory school system. The following is written in concern to technology: "The school is responsible for ensuring that each pupil on completing compulsory school: [...] can use modern technology as a tool in the search for knowledge, communication, creativity and learning." (Skolverket, 2011, pp.13-14) With this said, there are no guidelines or manuals on how this is to be conducted. In a report from the Swedish Schools Inspectorate it was concluded that the investment in technology is not being used for school education. The education systems keep investing in technology in the belief that schools and teachers will sooner or later adopt and benefit from the use of mobile and ubiquitous technologies. The aim of this study is to “create an understanding of the aspects that have an impact on adopting novel use of mobile and ubiquitous technologies in everyday teaching and learning practices in compulsory schools.” The empirical foundation will be based upon three projects: Geometry Mobile (GeM); Learning Ecology with Technologies from Science for Global Outcomes (LETS GO); and Collaborative Learning Using Digital Pens and Interactive Whiteboards (Collboard). All were conducted at local compulsory schools in Växjö municipality, Sweden, in collaboration with teachers, students and fellow researchers from the CeLeKT research group at Linnaeus University. Two Thematic Analyses have been conducted: the first, an inductive analysis exploring the Students’ and Teachers’ Experience of using Mobile and Ubiquitous Technologies in their learning and teaching environment. The second analysis is deductive and uses themes from the Unified Theory of Acceptance and Use of Technology models with the aim of understanding the Perception and Acceptance of Teachers’ use of Mobile and Ubiquitous Technologies. In the results from the two analyses there are clear indicators on the added value that mobile and ubiquitous technology brings to the classrooms: students are able to actively participate, collaborate and discuss in different learning settings, which enhances their understanding of the subject at hand. The challenges are mainly to be found in the lack of training and education in use of the technology as a supporting tool for teaching and learning. Further factors influencing the teachers and the students are ease of use and reliability of the technology and societal changes. The results of the analysis and the theoretical base of Technology Enhanced Learning have been illustrated with Soft Systems Methodologies Rich Picture, providing a holistic view of the problematic situation and making it possible to discuss the various parts as well as the situation as a whole. This study indicates that there are several factors influencing the adoption of the novel use of mobile and ubiquitous technologies in everyday teaching and learning within a complex situation on different levels.

Only an Afrikaans abstract is available. Die astronomiese ontwikkeling van informasie kommunikasie tegnologie (IKT) hou verreikende gevolge in vir elke lewensfeer in die twintigste eeu. Spesifiek op die terrein van produksie en oordrag van kennis, twee kernfunksies van hoer onderwys, hou IKT nie net ‘n bedreiging in vir die tradisionele wyse waarop hierdie kernfunksies vervul word nie, maar bied ook moontlik die uitdagings van toegang, koste, buigsaamheid en kwaliteit waarmee universiteite gekonfronteer word. Waar die toepassing van tegnologie in afstandsonderrig reeds help om bogenoemde uitdagings aan te spreek, is dieselfde resultate meer ontwykend in tradisionele residensiële universiteite soos Rhodes Universiteit. Verder is universiteite meer geneë om IKT in navorsing en administratiewe prosesse te gebruik, as in onderrig en leer. Hierdie opstel fokus dus op die behoeftes en verwagtings van onderrigpersoneel aan Rhodes Universiteit om IKT te gebruik om die onderig-en-leerproses te verryk. Die rasionaal vir die gebruik van IKT fokus op die veranderende omgewing waarin hoër onderwys fungeer, die veranderende konsepte van kennis en kennisproduksie, en die oënskynlike potensiaal van IKT om onderwys te verbeter. Daarteenoor word die wyse waarop IKT gebruik word bespreek teen die agtergrond van voorvereistes vir suksesvolle integrasie en praktiese toepassings van tegnologie in onderrig en leer. / Dissertation (MEd)--University of Pretoria, 2009. / Curriculum Studies / Unrestricted