The world today is continuously influenced by ever-changing technological developments introducing new knowledge and applications into society’s culture, and social, political, and educational environments (Angeli & Valanides, 2009:154). Consequently, the educational environment as a branch of human knowledge needs to be redesigned in order to keep pace with current technological developments. Technological integration in education is inevitable and teachers are faced with the challenge of being competent ICT users. Internationally, there is growing consensus that the integration of ICT in education increases 21st-century learners’ skills (Blignaut, Hinostroza, Els & Brun 2010:89). Technology offers learners a better understanding of concepts with the use of visual interactions that enable them to store it in their long-term memories. For most teachers this is an obstacle, because the use of Information Communication Technology (ICT) was not included as part of their teacher training programmes (Tropakci, n.d.:1; Afshari, Bakar, Luan, Samah & Fooi, 2009:89). By obvious implication, 21st-century learners require teachers who are knowledgeable and possess technological skills so that they can facilitate technology-integrated lessons. This study investigated secondary-school teachers’ Information Communication Technology competencies in classroom practices within Bojanala District, North West Province, South Africa in order to suggest a strategy that could assist teachers in effectively integrating ICTs in teaching and learning. As a former Computer Application Technology (CAT) teacher, I was prompted to conduct this study by my involvement, experiences and observations of using ICT in teaching and learning. The picture of teachers’ ICT competencies in the Bojanala District where the fieldwork was conducted indicates that of the 134 secondary schools in the district only 25 have integrated ICTs into their teaching and learning. Furthermore, some secondary schools in the district have computer laboratories that are not being utilised. This indicates that the participating teachers were not competent ICT users, with no strategy that could be implemented to assist them in effectively integrating ICTs in their classroom practices. Despite the introduction of the South African policy on e-Education in the education system, little has been done in terms of its implementation. According to this policy, every learner in the General Education Training (GET) and Further Education Training bands (FET) should have been technologically savvy by 2013 (DoE, 2004:17). The research question guiding this study was: What are secondary school teachers’ ICT competency skills in classroom practices? The study was grounded in the interpretive epistemological paradigm. I employed a qualitative research method and the research design comprised collective or multiple case studies. Four secondary schools were selected on the basis of their proximity to my residence. Eight secondary-school teachers were invited to participate in this study. These teachers were purposively sampled on the basis of their expertise in the use of ICTs in teaching and learning. The data collection strategies were semi-structured interviews, non-participant observation and document analysis. Data analysis was done according to the four key steps of the data analysis process suggested by Anderson (209:156,157), while the procedure of analysing data which was adapted from Creswell (2007:214). Ethical consideration was maintained by not disclosing participants’ personal information. To ensure trustworthiness in this study, four issues were established, namely credibility, transferability, dependability and transferability. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Sustainable performance of buildings has become a major concern among construction industry professionals. However, sustainability considerations are often treated as an add-on to building design, following ad hoc processes for their implementation. As a result, the most common problem to achieve a sustainable building outcome is the absence of the right information at the right time to make critical decisions. For design team members to appreciate the requirements of multidisciplinary collaboration, there is a need for transparency and a shared understanding of the process. The aim of this study is to investigate, model, and facilitate the early stages of Building Information Modelling (BIM) enabled Sustainable Building Design (SBD) by formalising the ad hoc working relationships of the best practices in order to standardise the optimal collaboration workflows. Thus, this research strives to improve BIM maturity level for SBD, assisting in the transition from ad hoc to defined , and then, to managed . For this purpose, this study has adopted an abductive research approach (iterative process of induction and deduction) for theory building and testing. Four (4) stages of data collection have been conducted, which have resulted in a total of 32 semi-structured interviews with industry experts from 17 organisations. Fourteen (14) best practice case studies have been identified, and 20 incidents narratives have been collected applying the Critical Decision Method (CMD) to examine roles and responsibilities, resources, information exchanges, interdependencies, timing and sequence of events, and critical decisions. As a result, the research has classified the critical components of SBD into a framework utilising content and thematic analyses. These have included the definition of roles and competencies that are essential for SBD along with the existing opportunities, challenges, and limitations. Then, Schedules of Services for SBD have been developed for the following stages of the RIBA Plan of Work 2013: stage 0 (Strategic Definition), stage 1 (Preparation and Brief), and stage 2 (Concept Design). The abovementioned SBD components have been coordinated explicitly into a systematic process, which follows Concurrent Engineering (CE) principles utilising Integrated DEFinition (IDEF) structured diagramming techniques (IDEF0 and IDEF3). The results have identified the key players roles and responsibilities, tasks (BIM Uses), BIM-based deliverables, and critical decision points for SBD. Furthermore, Green BIM Box (GBB) workflow management prototype tool has been developed to analyse communication and delivery of BIM-enabled SBD in a centralised system (Common Data Environment, CDE). GBB s system architecture for SBD process automation is demonstrated through Use Case Scenarios utilising the OMG UML (Object Management Group s Unified Modelling Language) notation. The proposed solution facilitates the implementation of BIM, Information Communication Technology (ICT), and Building Performance Analysis (BPA) software to realise the benefits of combining distributed teams expertise holistically into a common process. Finally, the research outcomes have been validated through academic and industrial reviews that have led to the refinement of the IDEF process model and framework. It has been found that collaborative patterns are repeatable for a variety of different non-domestic building types such as education, healthcare, and offices. Therefore, the research findings support the idea that a detailed process, which follows specified communication patterns, can assist in achieving sustainability targets efficiently in terms of time, cost, and effort.

The study investigated the effect of accessibility and utilization of electronic resources by academic staff on productivity at the University of Calabar and the University of Ibadan, Nigeria. In order to determine the effect of accessibility and utilization of e-resources on productivity of academic staff, a lone hypothesis was formulated thus: there is no significant correlation between accessibility and utilization of e-resources and productivity of academic staff in Nigerian universities. The study adopted quantitative approach as research paradigm; with survey and bibliometrics as research methods. Questionnaire was used as the primary instrument for data collection on accessibility and utilization of e-resources and productivity of academic staff in the study. The population of 2035 academic staff and sample size of 586 academic staff were used for the study, and a response rate of 55.29% was obtained for data analysis. The data for the study were analysed with SPSS. The finding of the study revealed that there is significant correlation between accessibility and utilization of e-resources and productivity of academic staff at the surveyed universities (r=0.135; p=0.004), especially at the level of international publication (r=0.158; p=0.004). The study concluded that there is a positive effect due to accessibility and utilization of e-resources on productivity at the surveyed universities. Further findings of the study revealed a low level of electronic information environment at the surveyed universities in relation to global practices; although, the University of Ibadan was found to have a better electronic information environment than the University of Calabar. The result from questionnaire survey revealed that the University of Calabar was more productive than the University of Ibadan; the converse was obtained with bibliometric analysis as the University of Ibadan was found to be more productive than the University of Calabar. From the findings of the study the influence of demographic variables (discipline, gender, age, education and professional rank) on accessibility and utilization of e-resources was not significant at the surveyed universities. The study recommended increased investment in ICT facilities at the surveyed universities to promote increase in accessibility and utilization of e-resources by academic staff in research. / Information Science / D.Litt et. Phil. (Information Science)

This study investigated the interactive use of computer simulations (CS) and videos on magnetism in Grade 10 at four high schools in the Mpumalanga province. Magnetism is one of the sections of the Physical Sciences CAPS curriculum. Four MST high schools in the Badplaas/Mashishila circuits of the Gert Sibande district in Mpumalanga were used as a case study. Three schools were used as experimental groups while the fourth school was used as control group. The first group was taught using computer simulations. The second group was taught using videos. The third group was taught using both computer simulations and videos, and the fourth group was taught using normal traditional methods. Using the pre-post test non-equivalent control group design, it was found that learners in all the experimental groups, who were taught using either computer simulations or videos or both, achieved significantly higher scores after being subjected to the post-test than learners in the control group, who were taught only by the normal traditional method. Furthermore, learners who were taught using a combination of CS and videos achieved significantly higher scores than learners who were exposed to only CS or only videos. Class observations conducted during the study reported that the use of information communication technology (ICT) tools with learners in the experimental groups proved to be informative, motivational and inspirational. This was evidenced by active learner participation, the learners being able to make predictions after observations and provide scientific explanations of concepts through discussions. The use of ICT tools in the form of CS and videos proved to be an effective instrument which can enhance learning. / Physics / M. Sc. (Physics Education)

This research conceptualises IT infrastructure management at secondary schools in the WCED (Western Cape Education Department). This includes whether or not secondary schools in the WCED make use of a full time, on-site network administrator or whether a teacher acts as on-site network administrator. The literature review studied the effectiveness of IT infrastructure management which includes hardware, software, policies, computer network, security; staff management and BYOD (bring your own device). The management of IT infrastructure at secondary schools within the WCED differs widely from school to school, and its functionality depends on many factors. The quantitative study revealed problem areas within IT infrastructure management at secondary schools in the WCED. Furthermore the quantitative study also revealed that there is a need for best practice guidelines with regards to IT infrastructure management in order to improve service delivery. The literature review provided sources for best practice IT infrastructure management. / Rekenaar infrastruktuur by sekondere skole in die WKOD (Wes Kaapse Onderwys Departement) word in die navorsing beskryf. Die studie ondersoek verskillende strukture naamlike skole wat 'n voltydse netwerk administrateur het en skole waar 'n onderwyser die verantwoordelikheid aanneem van 'n netwerk administrateur. Die effektiewe beheer van rekenaar infrastrukture word bespreek. Dit sluit hardeware, sagteware, beleid formulasie, rekenaar netwerk, sekuriteit, personeel bestuur, en BYOD (bring jou eie toestel). Die bestuur van rekenaar infrastruktuur verskil van skool tot skool en die effektiewe bestuur daarvan word deur baie faktore beinvloed. Die kwantitatiewe studie het probleem areas vir die bestuur van rekenaar infrastruktuur by sekondere skole in die WKOD uitgewys. Die kwantitatiewe studie het verder die behoefte vir beste praktyk riglyne uitgewys om sodoende better dienslewering te verseker. Die literere studie het beste praktyk riglyne vir rekenaar infrastruktuur bestuur genoem. / Educational Leadership and Management

為深入瞭解「電子化政府」及ICT應用等相關方案對行政治理之影響，本研究檢視有關ICT應用與社會及公共行政發展之文獻，並以歷史分析之途徑，探討我國推動「電子化政府」之演進，並以「經濟部國際貿易局(以下簡稱國貿局)」為個案研究的對象，探討「電子化政府推動方案」，以及ICT應用方案之實施情形與經驗，以瞭解將ICT運用於公共行政系絡之整體背景與意義；並輔以問卷調查方式，調查行政人員實際運用ICT處理公共事務之現象，以評估公部門所推動之電子化政府計畫之成效，以及ICT應用對行政效能之影響；最後，歸納各項研究發現，陳述本研究之理論及實務意涵，並提供我國未來推動「電子化政府」計畫之建議。 本研究經綜合所獲得的證據後，認為ICT及其應用與當代社會及公共行政發展的關係，並非如「科技決定論」論述所接櫫的單一線性因果關係，認為僅需直接將ICT導入公共事務活動上，即能自動地出現新形態的治理關係與行政實務活動。事實上，ICT及其應用之發展與結果，係一複雜的「社會建構」過程（Bekkers, 1996）。在此一過程中，「ICT應用」與「行動者之認知」及所處之「社會系絡」進行互動；「社會系絡」框架出ICT及其應用的參考架構，並賦與ICT適當的社會意義，：「行動者之認知」則展現其對於ICT之理解與知覺；ICT應用不僅反映出所處系絡的權力、意義與文化價值等社會安排，並成為該體系「維持」及「再生產」的手段。故各類「ICT應用」之態樣，實為在特定社會系絡影響下，行動者之心智模式的一種「再現」。換言之，科技及其應用僅為僅為互動過程之因素之一，並非宰制性的力量。 本文認為ICT應用於公共事務所能產生的影響，係取決於科技應用之社會系絡及其價值與意義。將資訊科技導入公共事務活動上，本身並無法自行出現新型態的治理關係與行政實務，電子化政府的新型態治理與公共行政之發展，仍需透過對於社會正義、民主、自由及人道等價值之反思，役使資訊科技滿足人類與社會發展及成長之需求。

During the last two decades, there have been a number of policy and legislative changes in respect of South Africa’s intellectual property (IP) and the national system of innovation (NSI). In 2012, a Ministerial Review of the Science, Technology and Innovation (STI) landscape in South Africa made recommendations to improve the STI landscape and effectively the national system of innovation. The study provides a critical review of drafts of the national IP policy published in 2013 as well as the IP Framework released in 2016 for public comment. The review of the IP and the NSI are within the context of the National Development Plan (NDP), which outlines South Africa’s desired developmental goals. South Africa is part of the BRICS group of countries (Brazil, Russia, India, China and South Africa). The South African economy is characterised by a desire to move away from being dependent on resources and commodities, to becoming a more knowledge based and innovation driven economy. It is hoped that such a move would assist the country to address some of the social and economic development challenges facing South Africa, as captured in the NDP. South Africa has a functioning IP system, but its relationship with South Africa’s development trajectory is not established. More particularly, the extent to which the IP system relates to the innovation system and how these two systems must be aligned to enable South Africa to transition successfully from a country based on the production of primary resources and associated commodity-based industries to a viable knowledge-based economy is unclear. The Trade-related Aspects of Intellectual Property Rights (TRIPS Agreement) of the World Trade Organisation (WTO) provides that IP must contribute to innovation and to transfer of technology and knowledge in a manner that is conducive to social and economic welfare. Certain provisions set out the foundations of intellectual property systems within the context of each member state. This study has thus explored the complex, complementary and sometimes contested relationships between IP and innovation, with particular emphasis on the potential of an intellectual property system to stimulate innovation and foster social and economic development. The study has also analysed the interconnectivity of IP and innovation with other WTO legal instruments, taking into account South Africa’s positioning within the globalised economy and in particular the BRICS group of countries. The research involved a critical review of South Africa’s IP and innovation policies, as well as relevant legislation, instruments, infrastructure, IP and innovation landscape, and relationship with international WTO legal instruments, in addition to its performance, given the developmental priorities and the globalised economy. The research documents patenting trends by South Africans using European Patent Office (EPO), Patent Cooperation Treaty (PCT), United States Patents and Trademarks Office (USPTO) databases over the period 1996-2015. A comparative analysis of patenting trends amongst BRICS group of countries has also been documented. The study also documents new findings, observations and insights regarding South Africa’s IP and innovation systems. Some of these, particularly in relation to higher education and research institutions, are directly attributable to the Intellectual Property Rights from Publicly Financed Research and Development Act. More particularly, the public institutions are becoming relevant players in the NSI and are responsible for growth of certain technology clusters, in particular, biotechnology. At the same time, the study makes findings of a decline of private sector participation in patenting as well as R&D investment over the 20-year period. Recommendations are included regarding specific interventions to ensure coherence between the IP and innovation systems. Such coherence and alignment should strengthen the systems’ ability to stimulate innovation and foster inclusive development and competitiveness, which are relevant for addressing South Africa’s socio-economic development priorities. / Mercantile Law / LL. D.

This research conceptualises IT infrastructure management at secondary schools in the WCED (Western Cape Education Department). This includes whether or not secondary schools in the WCED make use of a full time, on-site network administrator or whether a teacher acts as on-site network administrator. The literature review studied the effectiveness of IT infrastructure management which includes hardware, software, policies, computer network, security; staff management and BYOD (bring your own device). The management of IT infrastructure at secondary schools within the WCED differs widely from school to school, and its functionality depends on many factors. The quantitative study revealed problem areas within IT infrastructure management at secondary schools in the WCED. Furthermore the quantitative study also revealed that there is a need for best practice guidelines with regards to IT infrastructure management in order to improve service delivery. The literature review provided sources for best practice IT infrastructure management. / Rekenaar infrastruktuur by sekondere skole in die WKOD (Wes Kaapse Onderwys Departement) word in die navorsing beskryf. Die studie ondersoek verskillende strukture naamlike skole wat 'n voltydse netwerk administrateur het en skole waar 'n onderwyser die verantwoordelikheid aanneem van 'n netwerk administrateur. Die effektiewe beheer van rekenaar infrastrukture word bespreek. Dit sluit hardeware, sagteware, beleid formulasie, rekenaar netwerk, sekuriteit, personeel bestuur, en BYOD (bring jou eie toestel). Die bestuur van rekenaar infrastruktuur verskil van skool tot skool en die effektiewe bestuur daarvan word deur baie faktore beinvloed. Die kwantitatiewe studie het probleem areas vir die bestuur van rekenaar infrastruktuur by sekondere skole in die WKOD uitgewys. Die kwantitatiewe studie het verder die behoefte vir beste praktyk riglyne uitgewys om sodoende better dienslewering te verseker. Die literere studie het beste praktyk riglyne vir rekenaar infrastruktuur bestuur genoem. / Educational Leadership and Management

The research in this dissertation of limited scope aimed to identify theories of education for effective teaching and learning when using Web2.0 technology in distance education. The rationale for such a study is based on the premise that, globally, the dawn of the Fourth Industrial Revolution is bringing about a rapid technological growth and innovative information communication technology (ICT) tools which are utilised in distance education. The increase in connections across the globe has also seen an increase in online learning as the barriers of time and space have been bridged. These advances in technology have a direct impact on the education system which needs to experience a similar exponential development in the guiding theories for universities offering distance learning using Web2.0 technology. Qualitative research methods were used to conduct an integrative literature review of the most utilised pedagogical theories over time. The pedagogical principles were applied to the requirements for effective online teaching and learning to develop a guideline to determine which pedagogical principles and combinations are therefore applicable to 21st century distance education. The finding is that no one pedagogical theory researched in this study can be isolated to be applied to online learning, but rather that a combination – in varying degrees – will support an effective online teaching and learning environment. A document analysis was conducted to understand the current guidelines provided for e-learning in selected South African universities. This analysis indicated that there is much room for development to separate the traditional classroom policies from the online learning policies at higher education institutions. Summaries of applications and tools for effective online learning were presented, along with recommendations for developments within the field and for further research. / Die navorsing in hierdie verhandeling van beperkte omvang, is uitgevoer om opvoedkundeteorieë vir doeltreffende onderrig en leer wanneer Web2.0-tegnologie in afstandsonderrig gebruik word, te identifiseer. Die beweegrede vir sodanige studie is gebaseer op die uitgangspunt dat die aanbreek van die Vierde Nywerheidsomwenteling wêreldwyd aanleiding gee tot snelle tegnologievooruitgang en innoverende hulpmiddele vir inligtings- en kommunikasietegnologie (IKT) wat in afstandsonderrig gebruik word. Die toename in verbindings oor die wêreld heen het ook ʼn toename in aanlynleer meegebring, aangesien hindernisse ten opsigte van tyd en ruimte oorbrug is. Hierdie vooruitgang in tegnologie het ʼn direkte impak op die opvoedingstelsel, wat soortgelyke eksponensiële ontwikkeling in die rigtinggewende teorieë vir universiteite wat afstandsleer deur middel van Web2.0-tegnologie aanbied, moet ervaar. Kwalitatiewe navorsingsmetodes is gebruik om ʼn geïntegreerde literatuuroorsig uit te voer van die pedagogiese teorieë wat oor tyd die meeste gebruik is. Die pedagogiese beginsels is toegepas op die vereistes vir doeltreffende aanlynonderrig en -leer om ʼn riglyn te ontwikkel ten einde te bepaal watter pedagogiese beginsels en kombinasies dus betrekking het op afstandsonderrig in die 21ste eeu. Die bevinding is dat geen pedagogiese teorie wat in hierdie studie ondersoek is, uitgesonder kan word vir toepassing op aanlynleer nie, maar eerder dat ʼn kombinasie – in wisselende mate – ʼn doeltreffende omgewing vir aanlynonderrig en -leer sal ondersteun. ʼn Dokumentontleding is gedoen om insig te verkry rakende die huidige riglyne vir e-leer wat by uitgesoekte Suid-Afrikaanse universiteite gegee word. Die ontleding het getoon dat daar baie ruimte vir ontwikkeling is om die tradisionele klaskamerbeleide te skei van die aanlynleerbeleide by hoëronderwysinstellings. Opsommings van aansoeke en hulpmiddele vir doeltreffende aanlynleer is voorgehou, sowel as aanbevelings vir ontwikkelings op die studieterrein en vir verdere navorsing. / Kolu phando lungenamhlaba ubanzi kakhulu kujoliswe ekufumaniseni iingcingane zemfundo zokufundisa nokufunda kwabo bafunda bekude besetyenzisa isixhobo sobuchwepheshe beintanethi esibizwa ngokuba yiWeb2.0. Intsusa yolu phando iphuma kuluvo lokuba iNguqukazi Yorhwebo Yesine, i-4IR idala ukukhula okungummangaliso kwimisebenzi yezobuchwepheshe kunye nokuqanjwa kwezixhobo zobuchwepheshe bonxibelelwano lolwazi ezisetyenziswa ngabafundi abafunda bekude. Likhulile inani labantu abaqhagamshelanayo kwihlabathi liphela kwaye oku kunyuse inani labafundi abafunda bekude besebenzisa i-intanethi, ngenxa yokuba iphelisiwe imida yexesha kunye nendawo yokufundela. Ezi ndlela zintsha ziqanjwayo kwezobuchwepheshe zinefuthe elithe ngqo kwinkqubo yezemfundo, nedinga ukukhuliswa kweengcingane zokufundisa kwiiyunivesithi ezifundisa abafundi abafunda bekude, besebenzisa ubuchwepheshe beWeb2.0. Kuye kwasetyenziswa indlela yophando ngokuzathuza (qualitative) ekuphengululeni uncwadi olungezona ngcingane zokufundisa zisetyenziswe kakhulu ngexesha elithile. Kusetyenziswe iinqobo zokufundisa eziyimfuneko ekufundeni nasekufundiseni ngeintanethi okusebenzayo, ukwenzela ukufumanisa ukuba zeziphi ezona zifanelekileyo kwimfundo yabakude kule nkulungwane yama-21. Kufunyaniswe ukuba akukho ngcingane yokufundisa inokusebenza yodwa ekufundiseni ngeintanethi, koko kunokusetyenziswa umxube – ngokushiyana kwemigangatho yawo – ukuze kuxhaswe imiba yokufundisa abafundi abahleli emakhaya bejongene neekhompyutha zabo. Kwenziwe uhlalutyo lwemibhalo ekhoyo ukuze kuqondisiswe ukuba zeziphi izikhokelo ezikhoyo zemfundo esebenzisa izixhobo zobuchwepheshe kwiiYunivevisithi ezichongiweyo zaseMzantsi Afrika. Olu hlalutyo lubonakalise ukuba usemninzi umhlaba ekufanele ukuba unyathelwe ukuze kwahlukaniswe imigaqo nkqubo yesiqhelo yokufundela egumbini lokufundela naleyo yokufunda ngeintanethi kumaziko emfundo ephakamileyo. Kuziswe ngaphambili izishwankathelo zeendlela zokusebenza kunye nezixhobo zokufunda okusebenzayo kubafundi abafunda bekude, kwacetyiswa kwakhona iindlela zokuphuhlisa neminye imiba ekusafanele ukuba kuphandwe ngayo. / Institute for Open and Distance Learning (IODL) / M. Ed. (Open and Distance Learning)

Teachers tend to use traditional teaching methods, even though young learners are more digitally oriented. The purpose of this study was to analyse teachers' understanding and practices in grade R classes to clarify their use of digital play for language acquisition. The participants consisted of eight grade R teachers at one selected primary school in an urban area that had access to digital technology. Bronfenbrenner's ecological systems theory as a theoretical framework informed this study. This qualitative single case study generated data from teacher participants and their interaction with the learners. The data generation included semi-structured individual interviews, focus group interviews, and non-participant observations. Analyses to answer the research questions were conducted by means of thematic analysis. The main finding was that grade R teachers have some knowledge and understanding of digital play and they are willing to try new games, but they feel they need to know more about digital technology and the use of digital games for language acquisition. Recommendations include the need for the development of more digital games relevant to language acquisition and for teachers to adopt relevant pedagogies to benefit from available digital games. A similar study in a rural area and a comparison between this study and such a study will then be useful in determining teachers' understanding and use of digital play for language acquisition. / Onderwysers is geneig om tradisionele onderrigmetodes te gebruik, selfs al is jong leerders meer digitaal georiënteerd. Die doel van hierdie studie was om onderwysers se begrip en praktyke in graad R-klasse te ontleed, om hul gebruik van digitale spel vir taalverwerwing duidelik te maak. Die deelnemers het bestaan uit agt graad R-onderwysers by een uitgesoekte laerskool in ʼn stedelike gebied, met toegang tot digitale tegnologie. Hierdie studie is geïnspireer deur Bronfenbrenner se ekologiese stelselteorie as ʼn teoretiese raamwerk. Hierdie kwalitatiewe enkelgevallestudie het data van onderwyser-deelnemers en hul interaksie met die leerders gegenereer. Die datagenerering het halfgestruktureerde individuele onderhoude, fokusgroeponderhoude en niedeelnemer-waarnemings ingesluit. Die vernaamste gevolgtrekking was dat graad R-onderwysers oor ʼn mate van kennis en begrip van digitale spel beskik en dat hulle bereid is om nuwe speletjies te probeer, maar hulle voel hulle behoort meer te weet van digitale tegnologie en die gebruik van digitale speletjies vir taalverwerwing. Aanbevelings sluit in: die behoefte aan die ontwikkeling van meer digitale speletjies wat op taalverwerwing betrekking het; en dat onderwysers tersaaklike pedagogieë moet inspan om uit die beskikbare digitale speletjies voordeel te trek. ʼn Soortgelyke studie in ʼn landelike gebied en ʼn vergelyking tussen hierdie studie en so ʼn studie sal dan nuttig wees om onderwysers se begrip en gebruik van digitale spel vir taalverwerwing te bepaal. / Barutiši ba na le go šomiša mekgwa ya sekgale ya go ruta, le ge e le gore baithuti ba baswa ba na le tsebo ya theknolotši. Morero wa nyakišišo ye e be e le go sekaseka mašomelo le kwešišo ya barutiši ka diphapošing tša kreiti R go hlalosa tšhomišo ya bona ya papadi ya ditšitale ya go ithuta polelo. Bakgathatema ba bopilwe ke barutiši ba seswai ba kreiti R sekolong se se kgethilwego sa poraemari ka nagasetoropong seo se nago le theknolotši ya ditšitale. Teori ya mekgwa ya ekolotši ya Bronfenbrenner bjalo ka foreimiweke ya teori e thekgile nyakišišo ye. Kheisesetati ye e tee ya khwalithethifi e tšweleditše datha go tšwa go bakgathatema ba e lego barutiši le kopano ya bona le baithuti. Tšweletšo ya datha e akareditše dipoledišano tša motho o tee ka o tee tša go beakanywa seripa, dipoledišano tša go nepiša sehlopha, le ditlhokomelo tša ba go se kgathe tema. Ditshekatsheko go araba dipotšišo tša dinyakišišo di dirilwe ka go šomiša tshekatsheko ya thematiki. Kutullo ye kgolo e bile gore barutiši ba kreiti R ba na le tsebo le kwešišo ye nyane ya papadi ya ditšitale le gore ba rata go leka dipapadi tše diswa, eupša ba kwa ba nyaka go tseba tše ntši ka ga theknolotši ya ditšitale le tšhomišo ya dipapadi tša ditšitale tša go ithuta polelo. Ditšhišinyo di akaretša nyakego ya tlhabollo ya dipapadi tša ditšitale tše ntši tša maleba go ithuteng polelo le gore baithuti ba amogela serutiši sa maleba gore ba holege dipapading tša ditšitale. Nyakišišo ye bjalo nagamagaeng le papišo gare ga nyakišišo ye le nyakišišo ye bjalo gona e tla ba le mohola taetšong ya kwešišo ya barutiši le tšhomišo ya papadi ya ditšitale ya go ithuta polelo. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)