The integration of Information Communication Technology (ICT) into contemporary society and business operations is observed as a clear reality in Namibia. While Namibia faces one of the typical hurdles of developing nations, lack of a skilled knowledge workforce, literature presents a contrasting face of ICT investment in the country, in particular the financial services sector. This sector is considered a critical sector in the Namibian economy, embracing global trends while boasting world class ICT infrastructure. This is despite the sector struggling with a shortage of expertise. The situation in Namibia’s financial sector thus warrants a critical review of knowledge development practices as research shows. As literature explains, the financial institutions in Namibia are dependent on expertise from parent companies in the South African financial sector. The result is a need to identify means to develop the knowledge of Namibia’s workforce in the banking sector. Although there is evidence from literature to suggest that ICT can be used to create a skilled and knowledge based workforce mainly due to the promise of cost savings, and convenience, there exists a critical gap in literature on the adoption of ICT for knowledge development in the Namibian financial sector. This gap in knowledge as well as the high investment in ICTs in the banking sector pose a problem that the research aimed to address. This study explored the adoption of ICTs for knowledge development activities in the banking sector of Namibia identifying the perceptions and factors influencing its adoption for knowledge development purposes. Although adoption of ICT is influenced by various factors, this study focused on a specific factor, namely the impact of perceptions on ICT adoption. ICT adoption models such as the Theory of Planned Behaviour (TPB) or the Technology Adoption Model (TAM) and more recently the Unified Theory of Adoption and Use of Technology (UTAUT) argue that the perceptions of users are fundamental determinants for the adoption of the ICT. Driving, thus, the need to understand the views of users of the ICTs in banks in order to understand the potential it may yield in knowledge development. The study adopts the Activity Theory (AT) as the means to uncover and clearly interpret the perceptions of banking staff, through its theoretic underpinnings of naturalistic investigation and beliefs of “intentional human-action”. This study thus set out to explore the perceptions of banking staff on the use of ICTs in knowledge development and identify the critical factors in their adoption of ICTs in the process. Drawing from the Activity Theory the investigation used a multi-case qualitative study that used semi-structured interviews that were administered on twenty-three respondents from three of the biggest banks in Namibia (cases). The respondents comprised of managerial and nonmanagerial staff with the three cases chosen based on their ties with South African banks. The findings show that all three Namibian banks have advanced ICT infrastructure which they have managed to adopt for knowledge development purposes. The Management of the banks in all three cases were of the belief that the use of ICT supports knowledge development. Nonmanagerial bank staff in all three cases likewise have a positive perception about the use of ICT for knowledge development purposes. However, key concerns about the development of ICT driven knowledge development initiatives which could affect adoption of the ICTs were expressed by the non-managerial staff. These included, management support, consultation in the development phase of the knowledge development initiatives, integration of knowledge development strategies into the staff processes and increasing awareness activities among the staff. The recommendations indicate a need for the institutions to drive knowledge management in general in the institution, which will in turn help foster knowledge development initiatives fully. Another recommendation concerning the design of knowledge development initiatives is the need to involve the targeted staff more fully. Yet another strong recommendation was the need to blend knowledge development initiatives into the work processes of staff and ensure active support by management. / Computing / M.A. (Computing)

This thesis is a study of the extent of ICT literacy among secondary school principals in the Western province of Kenya. A contemporary issue in the improvement of quality in school leadership relates to use of ICT; the assumption is that improving leadership is the key to good school performance. The research was triggered by the need for quality among secondary school principals and their preparedness to cope with technology change. A mixed mode methods research was conducted involving both quantitative and qualitative approaches. In this research 188 secondary school principals in the Western province were used for data analysis. An empirical investigation was conducted. School principals responded to questionnaire 1 which investigated ICT literacy. Deputy principals responded to questionnaire 2 which investigated school performance. Open-ended questions, semi-structured interviews and observation schedules were used to obtain qualitative data. / Educational Studies / D. Ed. (Education Management)

L'évolution de l'électronique de puissance depuis ces dernières années est le résultat des enjeux énergétiques actuels qui exigent, entre autres, des architectures de conversion d'énergie capables de traiter des puissances de plus en plus importantes. Parmi les éléments les plus caractéristiques de cette évolution, l'avancement technologique des composants semi-conducteurs (nouveaux composants SiC ou GaN) ainsi que la conception de nouvelles architectures de convertisseurs statiques jouent un rôle important. Parmi ces architectures, différentes associations basées sur la connexion en série et en parallèle de cellules de commutation classiques ont été proposées. Ces associations permettent d'augmenter la puissance traitée par les convertisseurs sans accroitre les contraintes au niveau des interrupteurs. Elles permettent également l'obtention de signaux de sortie d'une meilleure qualité avec des fréquences apparentes de découpage plus importantes. Ces architectures utilisent des éléments de stockage d'énergie qui diminuent les contraintes au niveau des interrupteurs mais qui exigent, en revanche, une régulation précise des grandeurs de tension ou de courant propres à ces éléments. Pour l'association en série, les tensions des condensateurs doivent rester autour d'une fraction de la tension du bus d'entrée. Pour l'association en parallèle, le courant de sortie doit être réparti équitablement entre les différents bras afin d'éviter les phénomènes non linéaires propres aux éléments magnétiques utilisés dans les inductances (séparées ou magnétiquement couplées). Dans la première partie de cette thèse, nous présentons les généralités de l'association en série et parallèle des cellules de commutation. La modélisation des éléments magnétiques utilisés pour la mise en parallèle est également détaillée dans le but d'identifier de possibles sources de déséquilibre sur la répartition du courant de sortie. Une modélisation matricielle est appliquée pour simplifier la relation entre les variables propres à chaque association et les ordres de commande de toutes les cellules. Cette modélisation matricielle sera la base des stratégies de commande que nous avons développées dans la suite de nos travaux. Dans la deuxième partie de cette thèse, nous présentons les différentes stratégies de commande pouvant être appliquées sur ces convertisseurs. Les premières stratégies sont basées sur une approche classique utilisant un modulateur, un générateur d'ordres de commande et des régulateurs de type linéaire pour la régulation des variables internes et externes de chaque association. En termes de modulateurs, nous présentons principalement un modulateur de type PS (Phase Shifted), tandis que quelques applications et résultats sont présentés pour un modulateur de type PD (Phase Disposition). D'autres stratégies basées sur la commande prédictive sont également présentées. La première est la stratégie MPC qui utilise une fonction de coût pour choisir l'état optimal du convertisseur pour chaque période d'échantillonnage. Cette stratégie a été introduite récemment dans le domaine des convertisseurs statiques et présente des avantages liées à la facilité de sa mise en place ainsi qu'aux réponses du système lors des régimes transitoires. La deuxième stratégie, basée sur la commande prédictive, utilise des instants de commutation variables, une fonction de coût simplifiée et une machine d'état. Cette dernière permet de gérer les ordres de commande de toutes les cellules de commutation en fonction des variables à réguler. En plus des avantages liés à la stratégie MPC, sa mise en place est bien plus simple car elle fonctionne à une fréquence de découpage fixe et s'adapte facilement à différents points de fonctionnement. Dans la dernière partie de cette thèse, nous présentons l'implantation expérimentale de ces stratégies afin de valider leur performance sur les convertisseurs multicellulaires. / In the last years, the development in the power electronics field is the result of the current energy challenges. These challenges require power converters able to work with increasingly important powers. Among the most characteristic elements of this development, we can find the technological advancements of the semiconductor devices (based principally in SiC and GaN) and the conception of new power converters topologies. These new power converter topologies are principally based on the serial and parallel association of classical commutation cells. With these associations, the energy treated by the converter can be increased using the current semiconductor technology. The quality of the output signals can also be improved with higher apparent switching frequencies. These associations use elements for storing energy, such as inductors or capacitors. They equally allow the reduction of the constraints on the switches given the higher voltages and currents. However, the use of these elements requires a good control of the capacitors' voltage for the serial connection and a good distribution of the output current among the different phases for the parallel connection. In the parallel connection, when we use Inter Cells Transformers (ICT) instead of classical inductors, all the phase currents reduce their ripples while their frequency is reduced. Nevertheless, some differences between all the phases' currents can entail non-linear phenomena, producing perturbations and instabilities in the system. In the serial connection, the capacitor voltages must stay around a fraction of the input voltage in order to get an optimal multilevel output voltage. In the first part of this thesis, we present the generalities of the serial and parallel association of classical commutation cells. Different models of magnetic elements are used for getting a better representation of an ICT; these models are used for finding possible sources of currents imbalances. A matrix model is used to simplify the relationship between the control variables with the control of each commutation cell. In the second part of this thesis, some control strategies that can be applied with these converters are presented. The first strategy is based on a conventional approach that uses a modulator, a state machine for generating the commands of each cell and linear regulators for controlling the internal and external variables (output voltage and currents, capacitors in the serial association and the distribution of the current for the parallel connection). In terms of modulators, we present primarily a PS (Phase Shifted) modulator while some applications and results are presented for a PD (Phase Disposition) modulator. Other strategies based on predictive control are also presented. The first of these strategies is the classical MPC (model predictive control) strategy that uses a cost function to select the optimal state of the converter for each sampling period. This strategy has recently been introduced in the field of static converters and it has several advantages related to the facility of its implementation and the optimal transient responses. The second strategy uses variable switching instants, a simplified cost function and a state machine. The state machine is used to manage the capacitors' voltages and the differential currents (differences between the phase currents) while the cost function is used for controlling the output voltage and current. This strategy is simpler to be implemented, presents fast transient responses and works with a fixed switching frequency in different operating points. In the last part of this thesis, we present the experimental implementation of these strategies in order to validate their performance in the power converters based in the serial and parallel association of classical commutation cells.

Since the beginning of the new millennium the educational system in the Czech Republic has witnessed a substantial increase in information and communication technology (ICT). It is now available at every school. This brings about the need to educate teachers because it is them on whom the way technology is employed depends. In the theoretical part of the thesis our goal was to find out what the content of such a course should be and how to organize it. In the empirical part of the thesis our goal was to discover the impact of a course on how to integrate ICT into English language teaching. The contribution of this thesis is mapping the current situation in the research area and providing guidelines for teacher education and evaluation of their teaching.

Made available in DSpace on 2016-12-08T16:35:12Z (GMT). No. of bitstreams: 1 rafael.pdf: 1101995 bytes, checksum: 934dbb8851fdf61d3093946b65c5317c (MD5) Previous issue date: 2011-02-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present work follows an investigation about the presence of ICT (Information and Communication Technologies) in the processes of initial teacher training in Santa Catarina‟s public universities. We are interested in questioning the use that undergraduate students and teachers make of ICT, both in the social context as in training. We assume that the moves of the so-called "information society " are pressuring institutions - including educational institutions - to incorporate ICT into their practices, as well as in different contexts of social and professional life. At the same time, enrollment in the educational system by a generation of students who grew up in a digital culture and society demands teaching and learning processes where these technologies can be incorporated, not in the material or instrumental sense, but as a form of a culture. In this sense, we assume, on one hand, that the uses of ICT in different contexts - social and training - are essential to cement the incorporation of these technologies in educational practices and, on the other hand, the importance of the teacher in this process and therefore the relevance of initial teacher training for the living experience on the use of ICT. In the survey, we found that, beyond the gap of teacher‟s knowledge and uses of ICT towards their students, the university, in general, has contributed little to these living experiences. At the same time, the uses that are made of ICT in the context of initial training reflect a dichotomy between policies for integrating ICT in schools and preparing new teachers to work in these contexts, because these are predominantly instrumental and restrictive uses, even among students. Despite the perceived importance that ICT takes among students and teachers, its use as a mere work tool limits the experience on the potential of their use in teaching practices of future teachers / A presente dissertação decorre de uma investigação sobre a presença das TIC (Tecnologias da Informação e Comunicação) nos processos de formação inicial de professores, nas universidades públicas de Santa Catarina. Interessou-nos problematizar os usos que estudantes e professores dos cursos de licenciatura fazem das TIC, tanto no contexto social quanto no âmbito da formação. Partimos do pressuposto que os movimentos da dita sociedade da informação pressionam as instituições entre elas as instituições educativas a incorporarem as TIC em suas práticas, assim como acontece em diferentes contextos da vida social e profissional. Ao mesmo tempo, o ingresso no sistema educacional de uma geração de estudantes que cresceu em uma sociedade e cultura digitais demanda processos de ensino e aprendizagem onde estas tecnologias possam ser incorporadas, não no sentido material ou instrumental, mas como uma forma de cultura. Neste sentido, assumimos, por um lado, que os usos das TIC em diferentes contextos sociais e formativos são essenciais para sedimentar a incorporação destas tecnologias nas práticas educativas e, por outro lado, a importância do professor neste processo e, portanto, a relevância da formação inicial de professores para a vivência de experiências sobre o uso das TIC. Na pesquisa realizada constatamos que, além da defasagem dos conhecimentos e sobre usos das TIC dos professores em relação aos seus estudantes, a universidade, de um modo geral, pouco tem contribuído para a vivência destas experiências. Ao mesmo tempo, os usos que são feitos das TIC no contexto da formação inicial refletem uma dicotomia entre as políticas de inserção das TIC nas escolas e a preparação de novos professores para atuarem nestes contextos, pois tratam-se de usos predominantemente instrumentais e restritivos, mesmo entre os estudantes. Apesar da percepção de importância que as TIC assumem entre estudantes e professores, seu uso como mera ferramenta de trabalho limita a experiência sobre as potencialidades de seu emprego nas práticas docentes dos futuros-professores

This diploma work deals in first theoretical part with the impact of ICT, but also other technologies to the development of human society. The second chapter introduces the possibilities of today's schools and the specific impact of technology on the educational process. The third chapter introduces the possibilities of using ICT on first degree of primary school. Next it describes the status of teachers, pupils and ICT. A very important is the part about security that is associated with the use of ICT. The second practical part deals with a research among teachers on first degree of primary school. It determines their attitude towards ICT. In addition it includes a research project that attempts to determine the impact of ICT on pupils in the educational process. The objective of this study is to determine the status of ICT in schools and the scale of their use. Next objective is to realise whether teachers are ready to work with ICT and especially in this field of knowledge to effective improve. I will try to propose suitable solutions that will help to improve reaction on the development of ICT and information literacy of their pupils.

Abstract The subject of the present study is the changes to the operation processes of organisations in the field of health care that are based on the application of information and communication technology (ICT). The purpose of this dissertation is to supplement the present discussion in information system study’ research forums with regard to the role of ICT as an enabler of change in the health care work processes. The starting point for the study was to inquire about the qualitative and, to some extent, financial impact of operational changes by means of a socio-technical-economic process study. Using qualitative as well as statistical indicators, changes were mainly investigated from the perspective of health care professionals, but in part from that of customers. The cases described were used as a basis for discovering a new operational model for performing organisational tasks. By comparing the cases, the intention was to synthesise those similarities and differences that can be used when constructing a new framework. The present study makes a contribution by broadening, deepening and synthesising the understanding of health care processes in the process of a reflective description of individual cases. Services are produced through interactions between the service production process and end user process, and in this, the end user plays an important role. The purpose of process descriptions and analyses in coordination with health service professionals is to proactively develop services and support rational decision-making. The models and methods created as a result of this process can be seen to have a potential financial impact by lowering health service costs as well as an enhancing the effect of on-the-job satisfaction among health care professionals as they are enabled to plan their own work processes. Due to the rapid changes in the infrastructure, societal structures and the age of the population in Finland, the future holds great challenges for decision-makers in the field of health care. From the perspective of securing the resources for adequate, balanced and high-quality health services, investments in information technology seem lucrative. However, in order to avoid a productivity paradox, it must be noted that, in addition to new information technology, a gradual change in working habits, attitudes and sometimes even organisational culture is needed. In addition, it must be remembered that new technology does not erase these aspects of health care work – unless we want it to do so – but rather provides new forms and tools. / Tiivistelmä Tutkimukseni aiheena oli tieto- ja viestintätekniikan (ICT) soveltamiseen perustuvat organisaatioiden toimintaprosessien uudistukset terveydenhuollossa. Väitöskirjassani halusin osaltani täydentää keskustelua, jota tietojärjestelmätieteiden tutkimusfoorumeilla on käyty ICT:n roolista terveydenhuollon työprosessien muutosten mahdollistajana. Tutkimukseni lähtökohtana oli sosioteknisen prosessitutkimuksen keinoin selvittää toimintauudistusten laadullista ja osin taloudellistakin vaikuttavuutta. Muutoksia arvioitiin pääasiassa henkilöstön, mutta myös osin asiakkaiden lähtökohdista, lähinnä laadullisten, mutta myös tilastollisten mittareiden avulla. Kuvaamieni tapausten lähtökohtana on ollut löytää uusi toimintamalli organisaation tehtävien suorittamiseksi. Vertaamalla tutkittavia tapauksia keskenään olen pyrkinyt syntetisoimaan ne yhteneväisyydet ja eroavaisuudet, joiden avulla on mahdollista rakentaa uusi viitekehys. Tutkimukseni kontribuoi sen ymmärryksen kautta, joka tapauskohtaisesti, reflektiivisesti muutoksia kuvaillen, tutkimuksen kuluessa avautuu, syventyy ja syntetisoituu. Palvelut tuotetaan palveluntuotantoprosessin ja käyttäjän prosessin vuorovaikutuksessa, ja siinä käyttäjän roolilla on merkittävä osuus. Prosessien kuvaamisella ja analysoinnilla yhdessä henkilökunnan kanssa on ollut tarkoituksena pyrkiä palveluiden proaktiiviseen kehittämiseen ja rationaalisten päätösten tukemiseen. Syntyneillä malleilla ja menetelmillä voidaankin katsoa olevan paitsi potentiaalinen taloudellinen merkitys terveydenhuollon palveluiden kustannusten alentamiseksi, myös vaikutusta henkilöstön työtyytyväisyyteen sen osallistuessaan oman työnsä suunniteluun. Infrastruktuurin, yhteiskuntarakenteiden samoin kuin väestömme ikärakenteen nopea muutos ja samalla kroonisten sairauksien lisääntyminen asettavat terveydenhuollon päättäjille tulevaisuudessa suuria haasteita. Riittävän, tasapuolisen ja laadukkaan hoidon resurssien turvaamiseksi investoinnit tietotekniikkaan kuulostavat houkuttelevilta. Jotta tuottavuusparadoksilta vältyttäisiin, on kuitenkin huomioitava, että uuden tietotekniikan lisäksi tarvitaan myös työtapojen, asenteiden, joskus jopa organisaatiokulttuurinkin asteittaista muutosta. On myös syytä muistaa, että uusi tekniikka antaessaan edellä mainituille ilmiöille uusia ilmenemismuotoja ja välineitä, ei kuitenkaan hävitä niitä, ellemme itse sitä halua.

Ce travail voudrait contribuer à améliorer la qualité de l’encadrement pédagogique en intégrant des ressources numériques dans l’enseignement-apprentissage de l’arabe à l’université. L’objectif est de mettre en évidence la valeur ajoutée que ces ressources apportent dans le cadre de l’enseignement de la grammaire arabe LE « Langue Etrangère ». L’une des stratégies proposées pour atteindre l’objectif de notre recherche est basée sur une méthode interactive. Le but de cette approche est, d’une part, de favoriser l’interaction (enseignant/étudiant et étudiant/étudiant) et d’autre part, d’améliorer la qualité de l’environnement pédagogique. La recherche repose sur trois axes : Le premier porte sur deux enquêtes menées dans les deux universités Lyon II et Lyon III en 2013/2014, ce qui nous a amenée à décrire l’état des lieux dans l’enseignement de la grammaire arabe à l’université. Les résultats de ces enquêtes ont mis en évidence le manque d’outils pédagogiques susceptibles de motiver les étudiants pour travailler et le manque de possibilités d’améliorer l’interaction étudiant / enseignant.Le deuxième concerne la conception des ressources numériques pour l’enseignement-apprentissage de la grammaire arabe (langue étrangère) : ˗ Un site web didactique qui se compose de 70 activités grammaticales informatisées, 360 exercices, 360 textes, 293 photos et 70 vidéos.˗ Une page Facebook de « La Grammaire Arabe Facile » qui contient 29 activités grammaticales, 74 publications, 7 vidéos et 22 photos.Le troisième axe porte sur une analyse des données recueillies après l’utilisation de ces ressources pendant le deuxième semestre de TD à l’Université Lyon III en 2017. L’analyse des données montre comment l’utilisation de ressources numériques a accru la qualité des performances des étudiants et comment l’interaction en ligne (enseignante/étudiant) et (étudiant/étudiant) motive les étudiants et amène à des résultats très positifs. Au terme de notre recherche, nous souhaitons que les universités en France prennent en compte la nécessité d’intégrer les ressources numériques dans l’enseignement de l’arabe LE à l’université, et surtout dans l’enseignement de la grammaire arabe, ce qui permettrait d’augmenter la qualité de l’enseignement et, par conséquent, le niveau des étudiants. / This work intends to contribute to an improvement in the quality of pedagogical supervision through the use of digital resources in teaching and learning of Arabic at university. The objective isto high light the added value that these resources bring in the framework of the teaching of Arabic grammar. One of the proposed strategies to achieve the objective of our research is based on an interactive method. The goal of this approach is, on the one hand, to encourage interaction (teacher / student and student / student) and on the other hand, to improve the quality of the pedagogical environment. The research is based on three axes :The first relates to two investigations conducted in both universities Lyon II and Lyon III in 2013/2014, which raised concerns regarding the teaching of Arabicgrammar at the university. The results of these investigations high lightedalack of educational tools likely to motivate students to work, and the lack of opportunity to improve student / teacher interaction. The second concerns the design of digital resources for the teaching and learning of Arabic grammar (foreign language) :˗ A didactic web site consisting of 70 activities grammatical computerized, 360 exercises, 360 texts, 293 photos and 70 videos.˗ A Facebook page of « The Easy Arabic Grammar » which contains 29 grammatical activities, 74 publications, 7 videos and 22 photos.The third axis covered an analysis of the data collected after the use of these resources during the second semester of TD at Lyon III University in 2017. The analysis of the data shows how the use of digital resources, has increased the quality of students performances and how the online interaction (teacher / student) and (student / student) motivates the students and gives very positive results. At the end of our research, we hope that universities in France will take into account the need to integrate digital resources into the teaching of Arabic at the university, and especially in the teaching of Arabic grammar, which would to increase the quality of education and, consequently, the level of students. / يطمح هذا العمل المساهمة في تحسين نوعيّة الإطار التربوي لتعليم وتعلّم اللغة العربيّة في الجامعة، وذلك من خلال دمج المصادر الرقيمة. الهدف هو تسليط الضوء على ما يمكن أن تضيفه المصادر الرقمية من جودة لتعليم القواعد العربيّة (كلغة أجنبيّة).من بين الاستراتيجيات المقترحة لتحقيق هدف بحثنا اعتماد المنهج التفاعلي. يهدف هذا المنهج إلى تعزيز التفاعل بين المعلّم والطالب من جهة ، وبين الطالب والطالب من جهة أخرى، وإلى رفع جودة البيئة التعليميّة.يستند البحث على ثلاثة محاور:- يتطرق المحور الأول إلى استطلاعين ميدانيين تمّ إجرائهما في جامعتي ليون الثانية والثالثة خلال 2013/2014. مما ممكّننا من معاينة الحالة الراهنة لوضع تعليم القواعد العربيّة في الجامعة، وقد أظهرت نتائج الاستطلاعين نقصاً في الأدوات التربويّة المناسبة لتحفيز الطلاب على التعلّم، وضعفاً في إمكانيّة التفاعل بين الطالب و المعلّم.- المحور الثاني يتعلّق بتصميم مصادر رقميّة لتعليم وتعلّم القواعد العربيّة وهي :1- موقع ويب تعليمي يتضمن 70 نشاطاً قواعديّا محوسبا و 360 تدريبا و 360 نصّاً و 293 صورة و 70 فيديو.2- صفحة على الفيس بوك بعنوان : القواعد العربيّة السهلة وتتضمن 29 نشاطا قواعديّا و 74 منشورا و 7 مقاطع فيديو و22 صورة.- المحور الثالث ويتطرّق إلى تحليل المعطيات التي تمّ جمعها أثناء وبعد استخدام هذه المصادر الرقميّة وذلك خلال الفصل الجامعي الثاني لحصص الأعمال التدريبيّة في جامعة ليون الثانية خلال العام 2017. يظهر تحليل المعطيات كيف أنّ استخدام المصادر الرقمية قد زاد من جودة آداء الطلاب، وكيف أنّ التفاعل عبر الانترنت بين المعلّم والطالب والطالب والطالب يحفّز الطلاب ويقودهم لتحقيق نتائج أكثر إيجابيّة.في نهاية بحثنا، نتمنى على الجامعات في فرنسا أن تأخذ بعين الاعتبار ضرورة دمج المصادر الرقميّة في تعليم اللغة العربيّة في الجامعة وعلى وجه الخصوص في تعليم القواعد العربية، بما يسمح رفع سويّة نوعيّة التعليم وبالتالي مستوى الطالب.

Submitted in fulfillment of the requirements for the Degree: Master of Technology: Entrepreneurial Studies and Management, Durban University of Technology, Durban, South Africa, 2017. / Different social classes of people in South Africa are divided, digitally. This phenomenon manifests as a disparity of information in ICT (Information and Communication Technologies), which is a matter of concern, as the use of ICT is acknowledged to greatly influence the world today, more specifically so in rural areas. An investigation to determine which factors affect rural communities’ access to information, as well as progress levels that can be realised in the support means employed by people resident in rural areas, through introducing ICT’s in their day-to-day living, thus addresses the purported ‘digital divide’. The study’s population was drawn from the Dibate Village community, located in Mmabatho in Mafikeng, South Africa. Recommendations from the findings, point out how ICT facilities can be utilised in the development of rural communities, not just socially but also economically. As main objective, the study evaluates and examines the use of ICT facilities for commercial activities, in uplifting the rural community in the area of Dibate Village. This study is of value to governmental and non-governmental organisations where improving both socio-economic development and service delivery is concerned, in South Africa’s rural areas. / M

Le développement professionnel des enseignants a longtemps été identifié comme essentiel à la réussite de l'adoption des TIC en éducation (BECTA, 2009). Des programmes de formation efficaces sur les TIC pour le développement professionnel des futurs enseignants devraient veiller à ce que, une fois diplômés, les enseignants aient les compétences et les connaissances nécessaires pour utiliser efficacement les TIC dans les salles de classe non seulement en raison de la nécessité pour les enfants de développer des compétences qui leur permettront de bien se débrouiller dans la société moderne (UNESCO, 2011; Dede, 2014), mais aussi, en raison de la valeur potentielle de ces technologies comme outils d'apprentissage (Gill and Dalgarno, 2008). Les TIC sont donc, devenues des incontournables pour les enseignants et les apprenants dans le contexte de la société du savoir. Cependant, lorsqu’on regarde leurs usages et leurs impacts on n’est pas satisfait après tout ce qui a été investi en termes de formation, argent, équipement, etc. Une des causes semble être la formation des enseignants, notamment dans son contenu et dans les stratégies de formation adoptée (Villeneuve, et al. 2012). Nous avons développé une intervention de formation pour rendre opérationnel le modèle IntersTICES (Peraya and Viens, 2005) et aider les formateurs d'enseignants intégrer les TIC dans leur pratique d'enseignement. Cette opérationnalisation impliquant les enseignants travaillant dans le programme de formation initiale des maîtres à l'Université de Montréal, a mis en perspective l'importance de la culture e-learning des formateurs d'enseignants, de l’accompagnement, et des interventions de suivi pour les activités, y compris l'utilisation pédagogique des TIC. La recherche a porté sur l'analyse de l'impact de l'intervention de formation sur la culture e-learning de participants, ainsi que sur leur intention d'adopter et d'utiliser les TIC dans leurs cours. Les résultats suggèrent que l’opérationnalisation du modèle IntersTICES via une intervention de formation de type IntersTICES, peut fournir les formateurs des formateurs une occasion de réflexion et de sensibilisation sur leurs représentations personnelles concernant tous les aspects de leur culture e-learning. De plus, cette opérationnalisation a aidé les formateurs des formateurs à prendre conscience de l'impact que leur culture e-learning a sur leur pratique tout au long et à n’importe quel stade du développement et de la mise en œuvre de leur activité choisie intégrant les TIC. / In today's knowledge society, ICT has become essential for teachers and learners (BECTA, 2009) not only because of the need for children to acquire and develop skills that will help them grow as collaborative, problem-solving, creative learners (UNESCO, 2011; Dede, 2014), but also because of the potential value of such technologies as tools for learning (Gill and Dalgarno, 2008). However, when looking at the current educational ICT uses reported by research conducted with teachers and students, (Karsenti and Lira, 2010; Villeneuve et al., 2012) and the low impact observed on learning - despite the substantial investment in equipment and material -we can only question the possible reasons for such a situation. One of the causes identified in the literature is teacher training, especially in its content and the training strategies adopted by teacher educators (Angeli, 2009; Enochson, and Rizza, 2009). We developed a training intervention to operationalize the IntersTICES model (Peraya and Viens 2005) and help teacher trainers integrate ICT in their teaching practice. This operationalization involving teachers working in the teacher training program at Université de Montreal, put into perspective the importance of teacher trainers’ e-learning culture, personal support and follow-up interventions for activities including pedagogical use of ICT. The research focused on analyzing the impact of the training intervention on participants’ e-learning culture, as well as on their intention to adopt and use ICT in their courses. Findings suggest that the operationalization of the IntersTICES model via an interactive training intervention, can provide teacher trainers with an opportunity for reflection and awareness about their personal representations regarding every aspect of their e-learning culture. Furthermore, it helped teacher trainers becoming aware of the impact their e-learning culture has on their practice throughout and at any stage of the development and implementation of their chosen activity integrating ICT.