Thesis (MEd)--Cape Peninsula University of Technology, 2018. / This study investigates some of the factors affecting the adoption and use of Information and Communication Technologies (ICTs) for curriculum delivery in selected private high schools in the Western Cape. In this 21st century, ICT has penetrated the society to the point that it is most likely to assume that the private high school in general, are effectively incorporating them (ICTs) in delivery of the curriculum. Regrettably, this assumption is not always true as revealed in most of the cases examined in this study. Instead, a lot of private high school teachers who were selected as participants or respondents in this study revealed that they are still facing critical challenges when they want to effectively adopt and use ICTs for curriculum delivery. While the previous studies have focused more on the ICT integration in pubic schools in disadvantaged communities, this study employed a mixed methods research design (that is both quantitative and qualitative research methods) to explore the factors affecting the adoption and use of ICTs in private high schools in the Western Cape Province. The two frameworks adopted in this study, the Teacher Development framework (DoE, 2007) and the Technological Pedagogical Content Knowledge (TPACK) framework guided the researcher in the analysis of the research findings. The study also used both deductive and inductive reasoning in the interpretation of the results. The results of the study show that despite the high level of appreciating the importance of ICT adoption and use in teaching and learning by private high school teachers in the Western Cape Province, there are still critical factors that continue to militate against the effective integration of technology in the classroom. The study revealed the following factors as critical regarding the effective adoption and use of ICTs in curriculum delivery: lack of skills, limited access to ICT resources, lack of technical support, shortage of class time, and lack of teacher motivation.

published_or_final_version / abstract / Education / Master / Master of Education

Thesis (MPhil (Information Science))--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Organizations depend on the availability of reliable and credible information to make informed decisions and to plan effectively. The Education Management Information System (EMIS) is used by all provincial education departments including the Free State Department of Education for collecting, verifying, analysing, storing and disseminating reliable and credible data for decision making and planning purposes. Through its efforts to improve information management, the Department of Basic Education introduced the South African School Administration Management System (SA-SAMS) to improve the management of data at school level and allow for the uploading of this data onto provincial databases. This study focuses on an analysis of the Education Management Information System to determine whether this information system, utilised by the Free State Department of Education, is reliable and credible or not. In order to answer the research question under study, the dimensions/constructs of information systems success, such as information quality, system quality, individual and organizational impacts have been used to evaluate the information systems under investigation. Chapter 1 introduces the topic and outlines the background and the accountability chain of the Free State Department of Education. Chapter 2 deals with the theoretical grounding. It discusses the topic of Information Systems, in particular what the criteria used to determine the efficiency and reliability of an education management system in the Free State Province are. Chapter 3 draws on the theoretical base outlined in Chapter 2, focussing on the Free State Province to model the EMIS system and identifying the crucial elements where empirical observations are necessary. In Chapter 3 the focus is on the empirical data collection based on the model as set out in Chapter 4. In this chapter the methodological concerns in respect of the collection of data are dealt with in detail, and the findings are reported. In Chapter 4 the implications of the findings are weighed up against the criteria as identified in Chapter 2 and conclusions are drawn on that basis. Lastly Chapter 5, which draws on earlier findings, presents the lessons learnt in doing this research, conclusions drawn therefrom, as well as the recommendations presented as a way forward to improve the gaps identified in Free State EMIS. The researcher’s informed conclusion is that EMIS, through the use of SA-SAMS, has improved the capturing of data at school level and that this has contributed to an improvement in the quality of data contained in the provincial database. / AFRIKAANSE OPSOMMING: Organisasies is afhanklik van die beskikbaarheid van betroubare en geloofwaardige inligting ten einde ingeligte besluite te neem en effektief te beplan. Die Onderwysbestuursinligtingstelsel (EMIS) word deur al die provinsiale onderwysdepartemente gebruik, insluitend die Vrystaatse Onderwysdepartement, vir die versameling, verifiëring, analise, berging en disseminasie van betroubare en geloofwaardige data vir die doeleindes van besluitneming en beplanning. Deur sy pogings om inligtingbestuur te verbeter, het die Departement van Basiese Onderwys die Suid-Afrikaanse Skoolbestuurstelsel (SA-SAMS) ingestel om die bestuur van data op skoolvlak te verbeter en om voorsiening te maak vir die oordrag van hierdie data na provinsiale databasisse. Hierdie studie fokus op ‘n analise van die Onderwysbestuursinligtingstelsel om vas te stel of hierdie stelsel, wat deur die Vrystaatse Onderwysdepartement gebruik word, betroubaar en geloofwaardig is, al dan nie. Ten einde die navorsingsvraag van hierdie studie te beantwoord, is die dimensies/konstrukte van die sukses van inligtingstelsels, soos inligtingskwaliteit, stelselkwaliteit, individuele en organisatoriese impak, gebruik om die betrokke inligtingstelsels te evalueer. Hoofstuk 1 lei die onderwerp in en verstrek die agtergrond en aanspreeklikheidsketting van die Vrystaatse Onderwysdepartement. Hoofstuk 2 behandel die teoretiese begronding. Die onderwerp Inligtingstelsels word bespreek, veral die kriteria wat gebruik word om die doeltreffendheid en betroubaarheid van ‘n onderwysbestuurstelsel in die Vrystaatse Provinsie te bepaal. Met die teoretiese basis wat in Hoofstuk 2 uiteengesit is as vertrekpunt, fokus Hoofstuk 3 op die Vrystaatse Provinsie om die EMIS te modelleer en om die deurslaggewende elemente waar empiriese waarnemings nodig is, te identifiseer. In Hoofstuk 3 is die fokus op die versameling van empiriese data, gebaseer op die model wat in Hoofstuk 4 beskryf word. In hierdie hoofstuk word die metodologiese vraagstukke met betrekking tot die versameling van data in besonderhede behandel, en die bevindings word aangebied. In Hoofstuk 4 word die implikasies van die bevindings gestel teenoor die kriteria wat in Hoofstuk 2 geïdentifiseer is, en gevolgtrekkings word gemaak. Laastens word in Hoofstuk 5, gebaseer op vroeëre bevindings, die lesse wat uit hierdie navorsing geleer is, aangebied, gevolgtrekkings word gemaak, en aanbevelings word voorgehou as die pad vorentoe om leemtes wat in die Vrystaatse EMIS geïdentifiseer is, te verbeter. Dit is die navorser se ingeligte gevolgtrekking dat EMIS, deur die gebruik van SASAMS, die vaslegging van data op skoolvlak verbeter het, en dat dit bygedra het tot ’n verbetering van die kwaliteit van data in die provinsiale databasis.

Data de aprova??o ausente. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-05-11T18:00:35Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) rodrigo_magalhaes_mota_santos.pdf: 605428 bytes, checksum: a0c6c2c74fb7252604442e7b79b71d5d (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-05-16T17:13:39Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) rodrigo_magalhaes_mota_santos.pdf: 605428 bytes, checksum: a0c6c2c74fb7252604442e7b79b71d5d (MD5) / Made available in DSpace on 2017-05-16T17:13:39Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) rodrigo_magalhaes_mota_santos.pdf: 605428 bytes, checksum: a0c6c2c74fb7252604442e7b79b71d5d (MD5) Previous issue date: 2016 / A tecnologia, presente cada vez mais no ambiente educacional, tem contribu?do para o aumento da oferta de cursos ? dist?ncia. Grande parte dos cursos ofertados nesta modalidade utilizam os Ambientes Virtuais de Aprendizagem (AVA). Estes ambientes ganham espa?o no cotidiano dos educadores devido ao f?cil manuseio e a grande diversidade de ferramentas disponibilizadas. Tais ferramentas permitem, de forma geral, a administra??o de cursos totalmente ? dist?ncia com oferta de m?ltiplas m?dias e recursos (f?runs de discuss?o, chats, dentre outros) para intera??es entre professores e alunos. Tais intera??es criam enormes volumes de dados que podem ser analisados atrav?s da aplica??o de t?cnicas de Minera??o de Dados Educacionais. Com a aplica??o destas t?cnicas pode-se realizar a previs?o de desempenho acad?mico que pode ter grande utilidade para Institui??es de Ensino no sentido de auxili?-las a tomar, de forma antecipada, decis?es pedag?gicas que possam ajudar os estudantes. Este trabalho apresenta um estudo de m?todos como Sele??o de Atributos utilizando a abordagem Wrapper e Classificador em Cascata, ainda n?o empregados em trabalhos correlatos pesquisados, que visam melhorar os resultados obtidos pelas t?cnicas de Minera??o de Dados Educacionais utilizadas na previs?o de desempenho acad?mico de estudantes. Os resultados experimentais indicam uma melhora no desempenho dos algoritmos classificadores utilizados (alguns alcan?ando a not?vel marca de 90,2% de acur?cia), bem como apontam quais os recursos utilizados no AVA possuem maior influ?ncia no desempenho dos estudantes. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / The technology, which is being increasingly used in the educational environment, has contributed for the popularity of distance courses. Much of the courses offered in this mode uses the so-called Virtual Learning Environments (VLE). These environments are gaining ground in the daily lives of educators due to its easy handling and the wide variety of available tools. These tools allow, in general, the administration of fully distance courses with multiple media and resources (forums, chats, among others) for interactions between teachers and students. These interactions create huge volumes of data that can be analyzed through the application of Educational Data Mining techniques. Such techniques can be used to academic performance prediction that can be very useful for education institutions in order to help them to take, in advance, pedagogical decisions that can help students. This work presents a study of methods as Feature Selection using the Wrapper approach and Classifier Cascade that were not employed in other works, with the aim to improve the results obtained by Educational Data Mining techniques used in the academic performance prediction. Results showed an improvement in the performance of classifiers (some obtaining the remarkable mark of 90.2% in accuracy results), as well as pointed out what the resources used in VLE that have greater influence on student performance.

Made available in DSpace on 2014-11-10T11:09:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-04-25Bitstream added on 2014-11-10T11:58:28Z : No. of bitstreams: 1 000788673.pdf: 2038477 bytes, checksum: 1c03de2410d1f53582452ae039248542 (MD5) / Dentre as inúmeras alterações que ocorrem ao longo da infância, algumas delas levam a identificação da criança com algum tipo de deficiência. Entre essas deficiências encontramos a intelectual com repercussão no desempenho de tarefas relativamente simples da vida diária. Como consequência dessa deficiência, estas crianças apresentam diversos problemas no contexto educacional, com impacto negativo em diversos aspectos de suas atividades escolares. O objetivo do presente estudo foi avaliar o efeito do uso do computador portátil e do tablet na execução de tarefas de destreza manual como jogar, desenhar, escrever e pintar, por crianças com deficiência intelectual leve. Esses recursos permitem às crianças criarem novas possibilidades de ação, através da interação com a máquina, auxiliando no desenvolvimento intelectual, motor, social, e emocional de forma diferenciada e estimulante. Foram selecionadas para o estudo 16 crianças com laudo de deficiência intelectual leve. As crianças foram submetidas a um programa individual de atividades desenvolvidas no computador portátil e no tablet. Elas foram divididas em dois grupos identificados como Grupo 1 e Grupo 2. O programa de intervenção foi realizado durante dez sessões, em dias alternados, com duração aproximada de 20 minutos cada. Nas cinco primeiras sessões do Grupo 1, as crianças fizeram atividades no tablet, enquanto que as do Grupo 2 realizaram atividades semelhantes no computador portátil. Tal procedimento permitiu verificar se a ordem de utilização dos equipamentos influencia o processo de aprendizagem. As atividades desenvolvidas na intervenção incluíram digitação, desenhos, pinturas de figuras e jogos da memória. Estas atividades estimulam principalmente a percepção visual, a integração viso-motora e a coordenação motora fina. O desenvolvimento do programa foi avaliado ao longo de três momentos da intervenção: antes da 1ª, após a 5ª e... / Among the many changes that occur during childhood some children run away from normality being identified with a disability. Among these we find intellectual disabilities which impact the performance of relatively simple tasks of daily life. As a result of this deficiency, these children have many problems in the educational context, with negative impact on various aspects of their school activities. In the present study, children performed manual activities using laptop and tablet. The aim of this study was to assess the effect of the use of the laptop and the tablet by intellectually disabled children performing relatively simple tasks. These features allow children to create new possibilities for action, through theirs interactions with the machine, assisting in intellectual, motor, social, and emotional differentiated and stimulating way. Sixteen children with medical report from mild learning disabilities were selected for participation in the study. Children were submitted to daily program, developed in a laptop and a tablet. They were randomly divided into two groups identified as Group 1 and Group 2. The intervention program was conducted over 10 sessions on alternate days, lasting approximately 20 minutes each. In the 5 sessions of Group 1, children performed activities on the tablet, while Group 2 performed similar activities on the laptop. This procedure allowed us to verify whether the order of use of the equipment influences the learning process. The activities included in the intervention were typing, painting and a memory game. These activities primarily stimulate visual perception, visual-motor integration and fine motor coordination. The development of the program was assessed three times during the intervention: before the 1st, after the 5th and after the 10th session. In each of these assessments children were also submitted to a battery of tests the VMI Beery Visual Motor Integration (Beery,1997), evaluation of...

Orientador: Ana Maria Pellegrini / Banca: Maria Georgina Marques Tonello / Banca: Sara Agueda Fuenzalida Squella / Resumo: Dentre as inúmeras alterações que ocorrem ao longo da infância, algumas delas levam a identificação da criança com algum tipo de deficiência. Entre essas deficiências encontramos a intelectual com repercussão no desempenho de tarefas relativamente simples da vida diária. Como consequência dessa deficiência, estas crianças apresentam diversos problemas no contexto educacional, com impacto negativo em diversos aspectos de suas atividades escolares. O objetivo do presente estudo foi avaliar o efeito do uso do computador portátil e do tablet na execução de tarefas de destreza manual como jogar, desenhar, escrever e pintar, por crianças com deficiência intelectual leve. Esses recursos permitem às crianças criarem novas possibilidades de ação, através da interação com a máquina, auxiliando no desenvolvimento intelectual, motor, social, e emocional de forma diferenciada e estimulante. Foram selecionadas para o estudo 16 crianças com laudo de deficiência intelectual leve. As crianças foram submetidas a um programa individual de atividades desenvolvidas no computador portátil e no tablet. Elas foram divididas em dois grupos identificados como Grupo 1 e Grupo 2. O programa de intervenção foi realizado durante dez sessões, em dias alternados, com duração aproximada de 20 minutos cada. Nas cinco primeiras sessões do Grupo 1, as crianças fizeram atividades no tablet, enquanto que as do Grupo 2 realizaram atividades semelhantes no computador portátil. Tal procedimento permitiu verificar se a ordem de utilização dos equipamentos influencia o processo de aprendizagem. As atividades desenvolvidas na intervenção incluíram digitação, desenhos, pinturas de figuras e jogos da memória. Estas atividades estimulam principalmente a percepção visual, a integração viso-motora e a coordenação motora fina. O desenvolvimento do programa foi avaliado ao longo de três momentos da intervenção: antes da 1ª, após a 5ª e... / Abstract: Among the many changes that occur during childhood some children run away from normality being identified with a disability. Among these we find intellectual disabilities which impact the performance of relatively simple tasks of daily life. As a result of this deficiency, these children have many problems in the educational context, with negative impact on various aspects of their school activities. In the present study, children performed manual activities using laptop and tablet. The aim of this study was to assess the effect of the use of the laptop and the tablet by intellectually disabled children performing relatively simple tasks. These features allow children to create new possibilities for action, through theirs interactions with the machine, assisting in intellectual, motor, social, and emotional differentiated and stimulating way. Sixteen children with medical report from mild learning disabilities were selected for participation in the study. Children were submitted to daily program, developed in a laptop and a tablet. They were randomly divided into two groups identified as Group 1 and Group 2. The intervention program was conducted over 10 sessions on alternate days, lasting approximately 20 minutes each. In the 5 sessions of Group 1, children performed activities on the tablet, while Group 2 performed similar activities on the laptop. This procedure allowed us to verify whether the order of use of the equipment influences the learning process. The activities included in the intervention were typing, painting and a memory game. These activities primarily stimulate visual perception, visual-motor integration and fine motor coordination. The development of the program was assessed three times during the intervention: before the 1st, after the 5th and after the 10th session. In each of these assessments children were also submitted to a battery of tests the VMI Beery Visual Motor Integration (Beery,1997), evaluation of... / Mestre

Groupware packages are increasingly being used to support content delivery, class discussion, student to student and student to faculty interactions and group work on projects. This research focused on groupware packages that are used to support students who are located in different places, but who are assigned group projects as part of their coursework requirements. In many cases, students are being asked to use unfamiliar technologies that are very different from those that support personal productivity. For example, computer-assisted cooperative work (CSCW) technology is different from other more traditional, stand-alone software applications because it requires the user to interact with the computer as well as other users. However, familiarity with the technology is not the only requirement for successful completion of a group assigned project. For a group to be successful, it must also have a desire to work together on the project. If this pre-requisite is not present within the group, then the technology will only create additional communication and coordination barriers. How much of an impact does each of these factors have on the acceptance of CSCW technology? The significance of this study is threefold. First, this research contributed to how a user's predisposition toward group work affects their acceptance of CSCW technology. Second, it helped identify ways to overcome some of the obstacles associated with group work and the use of CSCW technology in an academic online environment. Finally, it helped identify early adopters of CSCW software and how these users can form the critical mass required to diffuse the technology. This dissertation reports the impact of predisposition toward group work and prior computer experience on the intention to use synchronous CSCW. It was found that predisposition toward group work was not only positively associated to perceived usefulness; it was also related to intention to use. It also found that perceived ease of use, at least in this study, had a direct and positive impact on intention, and was not mediated through perceived usefulness. These findings hold implications for academia and how it uses complex collaborative software. Avenues for further research are identified.

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