Äldre personer har ofta mindre social delaktighet jämfört med den resterande befolkningen. Att ha lite social delaktighet är kopplat till negativa hälsoeffekter såsom ensamhet eller social isolering. Digital teknik kan användas för att hitta information och kommunicera med andra personer. Det kan också minska de negativa hälsoeffekterna, genom att bidra till ökad social delaktighet, men för att använda digital teknik behövs digital kompetens. Syftet är att undersöka äldres erfarenheter och upplevelser av att använda digital teknik genom mobiler, datorer eller surfplattor för ökad social delaktighet. Genom att göra en kvalitativ litteraturöversikt hittades likheter och skillnader i de valda artiklarna. Äldre personer har genom digital teknik fått många nya positiva erfarenheter och upplevelser, exempelvis genom att hitta nya sätt att få kontakt med sitt kontaktnät och samhället. Äldre upplevde det meningsfullt att lära sig använda digital teknik och internet då det ledde till ökad social delaktighet, både i den fysiska och digitala världen.

Information and communication technology (ICT) has infiltrated society to the point of becoming essential to much of its everyday functioning. People rely on ICT to communicate, access information, and stay connected in an increasing globalised community. In many developed countries, ICT is now strongly featured in education for teaching and learning. In South Africa, as in other developing or partly developed countries, ICT use in education remains limited. This research was conducted to explore and understand how those South African science teachers who have access to ICT use it when they teach science. It was done to explain some of the reasons those teachers use ICT in the ways that they do, and to gain a better insight into the value that using ICT adds to both teaching and learning science. The research was designed as a mixed methods study, using both quantitative data collected from 267 Grade 8 science teachers in South Africa through the SITES 2006 teacher questionnaire, and qualitative data collected from three science teachers, all of whom taught science in a context of limited resources typical of a developing country. The data collected and analysed in this study showed that when science teachers have access to ICT for teaching and learning in classrooms typical of developing country contexts, they are able to use that ICT effectively to add value to teaching and learning. The greatest value is added when the teacher has a high technological pedagogical content knowledge. Secondly, at the level of the teacher, personal entrepreneurship is a key factor in a teacher’s ability to use ICT to add value to teaching and learning and to support the educational objectives based on 21st century learning objectives. Thirdly, teachers use the available ICT resources in a variety of ways but it seems that access to a personal computer, either laptop or desktop, in the classroom is a minimum requirement for ICT use in subject teaching. And lastly, the gap between ICT policy intentions as outlined in the South African e-Education White Paper (DoE, 2004b) and ICT practice remains large. There was no evidence from this study to suggest that the ICT policy intentions influenced practice at classroom level. / Thesis (PhD)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted

The purpose of this study is to explore how education policy on information and communication technology (ICT) influences teaching and learning in South African schools. An instrumental case study applying backward mapping principles as a strategy of inquiry was used. Utilizing a social constructivist lens and guided by a theoretical framework of a socio-cultural approach to policy analysis, this exploratory qualitative research study set out to investigate how teachers in South African schools appropriate education policy on ICT. The case study included three schools from diverse socio-cultural settings, with two participating teachers at each of the identified research sites. The principal at each school and e-learning specialists (officials) at the District and Provincial Departments of Education constituted additional data sources. Data collection methods included interviews, classroom observations, field notes and document analysis. Constructivist grounded theory methods and computer assisted qualitative data analysis software (CAQDAS)were employed in the analysis of data. It was found that, teachers’ professionalism and agency are crucial in formulating and implementing a school-based e-education policy in practice. The national e-education policy currently exists as an “invisible policy” within the school context. Secondly, teachers reposition themselves as social and cultural actors of school-based policy appropriation and formulation rather than as recipients of, or reactors to the national e-Education policy. Thirdly, the lack of systemic support to teachers acted as the catalyst for the emergence of communities of practice between schools. The notion of “our” system as opposed to an imposed system prevails. Fourthly, teachers’ ignorance of the national e-Education policy indicates the need for policy development and implementation at school level and denotes a new construct to policy appropriation. I theorise that teachers’ beliefs, attitudes, professionalism and will to improve teaching and learning through the use of ICT are integral and necessary conditions for effective policy implementation. / Thesis (PhD)--University of Pretoria, 2010. / Science, Mathematics and Technology Education / unrestricted

Diploma thesis called "Digital Generation. Involvement of Information and Communication Technology in Educational Process" is focused on the role of computers in a life of adolescents. Information and Communication Technology (ICT) is evolving very fast and transform our everyday life. The aims of the thesis are (1) to explore the change of "digital generation" in Czech society in the beginning of 21 century, (2) to find out if there is a correlation between playing computer games and school results and (3) to identify which factors influence computer literacy. In order to achieve those aims, the comparative secondary analysis of international researches of pupils PISA 2003, 2012 and research focused on computer and information literacy - ICILS 2013were used. The results suggest that between 2003 and 2013 digital possession and using of ICT by fifteen year old pupils increased, so digital generation Y and Z were identified in Czech society. Playing of computer games remains domain of boys. Computer and information literacy increases with experience with computers, self- esteem of basic computer skills and with a higher society status of parents. Better results in the test also achieve girls and pupils of grammar school. Keywords Generation, Information and Communication Technology, Education,...

This study examined the perceived importance of availability of ICT-based features and technical support on meeting planners' recommendation/selection of a conference center. In addition, this study attempted to explain relationships between meeting planners' beliefs (perceived usefulness and perceived ease of use) toward ICT-based features and other factors: personal innovativeness of ICT (PIICT); perceived importance of the availability of technical support; self efficacy; and result demonstrability. A conceptually integrated and expanded model of the Technology Acceptance Model (TAM) developed by Davis (1986, 1989) was used as a theoretical frame. The subjects of the study were meeting planners who used the selected two conference centers for their meetings or were considering them for their future meetings. A total of 167 usable responses were gathered and the proposed model was empirically examined using the data collected. The results of the model test revealed that the expanded TAM with the integration of key factors provided a systematic view of the meeting planners' beliefs in selection/recommendation of a conference center with ICT-based features. In addition, factor analysis of the fifteen ICT-based features revealed three underlying dimensions based on meeting planners' perceived importance of the availability of each feature for a conference center selection: 1) high-speed wireless Internet; 2) network backbone; and 3) ICT-based service outlet. Specifically, high-speed wireless Internet was the most important ICT-based determinant of a conference center selection/recommendation to all types of meeting planners. Due to the exploratory nature of this study, the results provided limited facets of the impact of ICT-based feature and technical support on meeting facility selection/recommendation. Nevertheless, this study is the first research effort of its kind to investigate what type of ICT-based feature and technical support impact conference center selection/recommendation by different types of meeting planners the most. The results revealed that corporate meeting planners consider wireless Internet and a fast network more important in selection than other types of meeting planners do. The availability of ICT-based features was less important to association meeting planners when they make a conference center selection. This study also identified that there is a serious lack of knowledge in terms related to network backbones across all types of meeting planners. Technical support, especially on-site technical support, was perceived as very important to all types of meeting planners. This study also identified that meeting planners with high PIICT possess stronger confidence in using and visualizing the advantages of ICT-based features. Thus conference centers should make efforts to measure meeting planners' PIICT and use the score effectively for their marketing of ICT-based features. The study also identified result demonstrability—the visualizing of positive outcomes of using ICT-based features—as very important to meeting planners. PIICT and result demonstrability were positively related to perceived ease of use and perceived usefulness which were identified as key antecedents of actual acceptance/usage of technology in previous studies. The results of the current study present an important step toward providing practical as well as theoretical implications for future technology impact studies in the context of meeting facility selection. / Ph. D.

This study ́ s main purpose is to examine how digital tools can help students with dyslexia in science education. The two questions this study aims to answer are: (I) During what elements of science education do the students feel that they need digital tools? (II) What opportunities and obstacles do students see with digital tools in the science education? This survey used a qualitative method, where students diagnosed with dyslexia were observed and interviewed during a normal school week. The data was analyzed using socio-cultural theories on speaking, learning and writing. The results from the interviews showed that the majority of the students felt the need for digital tools in science education when they were doing independent work or group assignments like laboratory work. The students find obstacles like social media small in comparison to what they learn from using the digital tools. All of the students see the digital tools as motivational tools. For further studies, it would be interesting to measure students' results before and after using digital tools for a period in science class including control groups with dyslexic students and non dyslexic students who did not have access to digital tools, to see if there is any difference between their results. Another aspect that would be relevant, is to test and evaluate what apps are available in science education for students with dyslexia, to work on concepts. These results could then be shared with other schools science educators.

Background: Research suggests that most South African learners are not achieving the expected literacy outcomes of their grades. Compounding the literacy crisis is the paucity of South African research related to information and communication technology (ICT)-based reading intervention, which may have potential for population-based service delivery. Aims and Objectives The aim of the study was to determine the effectiveness of the Virtual Reading Gym (VRG) online intervention for grade 3 to 6 learners with reading difficulties. The objective was to describe changes in learners’ reading skills (accuracy, rate, vocabulary and comprehension) after VRG intervention. Design Two studies were carried out: (1) A retrospective analysis used data from a previous study conducted in mainstream schools which used peer reading mentors; (2) A prospective study in a school for learners with special educational needs that had speech-language therapist led intervention. Both studies used matched subject pre/ post intervention designs. Methods and Procedures In Study 1, matched pairs were retrospectively created to form a sample (n=20, 8 males and 12 females, 10 intervention group and 10 control group) of grade 3 to 6 learners. In Study 2, the prospective study, participants (n=20, 14 males and 6 females, 10 intervention group and 10 control group) were grade 3 to 6 learners from a school for learners with special educational needs in Cape Town. For both studies, the intervention group received VRG intervention 3 times per week (30 minutes per session) for 10 weeks. The control group continued with regular school activities. Independent samples t-tests for gain scores were used to analyse results. Semi-structured interviews were conducted with intervention participants from the prospective study. Thematic analysis was used to interpret the transcribed interview data. 5 Results For the retrospective analysis there were no statistically significant differences between the intervention and control groups’ reading accuracy, rate, vocabulary and comprehension improvements at the completion of the VRG intervention. Similarly, the prospective study found no statistically significant differences between the reading accuracy, vocabulary or comprehension gains of learners in the intervention and control groups. However, there was a statistically significant difference between the groups’ gains on one measure of reading rate. The thematic analysis findings were that learners expressed enjoyment of the VRG and intervention experiences, valued the role of the reading partners, believed they had made literacy skill gains, described self-competency improvements, expressed the belief that the VRG could result in reading improvements, and portrayed positive attitudinal and behavioural changes related to reading. Discussion The study contributes by investigating the potential of one practical solution to South African learners’ reading difficulties and adding to the limited local evidence base on ICT reading intervention. Although an intervention effect could not be demonstrated in this study, the changes noted in reading rate and qualitative findings suggest the potential for impact. The discussion considers some explanations for the findings, suggestions for improving interventions such as the VRG, and lines of future research that could be developed to support South African children in their struggles with reading.

Idag använder de flesta mjukvaruföretag agil utveckling och en av de vanligaste agila metoderna är Scrum. Under de senaste åren har det blivit vanligt att använda Scrum i större projekt trots dess anpassning för mindre projekt. Följaktligen har olika ramverk utvecklats för att skala Scrum till mer än ett team och för att stödja metoden i större projekt. Det finns flera kommunikativa utmaningar i denna transformationen som har resulterat i en förändring i det smidiga arbetet som påverkar teamets sätt att kommunicera och samverka. Detta ställer nya krav på samarbete och samordningen mellan de olika team som arbetar med samma projekt. I denna studie har målet varit att med hjälp av en kvalitativ ansats undersöka hur kommunikationen påverkas av det faktum att något som ursprungligen var anpassat för mindre projekt, nu ska användas för stora projekt där många parter är involverade och beroende av varandras arbete. Slutsatserna har dragit utifrån kombinationen av en teoretisk referensram och sex intervjuer med Scrum masters och teammedlemmar. Studien visar på att en stor kommunikativ utmaning är att ha en fortlöpande kommunikation mellan teamen och att uppnå en samverkan trots den distanseringen som följer vid skalning. Strategier för hur skalningen av Scrum ska ske på bästa sätt skiljer sig åt, men det finns en enighet om att strukturer, ett gemensamt “språk” och vision krävs för att samarbetet mellan teamen skall fungera effektivt och för att den interna kommunikationen ska bli lyckad. / Today, most software companies use agile development and one of the most common agile methods is Scrum. In recent years, it has become common to use Scrum in larger projects despite its adaptation for smaller projects. Consequently, different frameworks have been developed for scaling Scrum to more than one team and to support the method in larger projects. There are several communicative challenges to this transformation and the transformation has resulted in a change in the agile work that affects the team's way of communicating and interacting. Which puts new demands on collaboration and coordination between the different teams working on the same project. The aim in this study has been to investigate how communication is affected by the fact that something that was originally adapted for smaller projects should now be used for large projects where many different parties are involved and dependent on each other´s work using a qualitative approach. The conclusions have been based on the combination of a theoretical framework and six interviews with Scrum Masters and team members. The study shows that a major communicative challenge is to have continuous communication between the teams and to achieve a collaboration despite the distancing that comes with scaling. Strategies for how to scale Scrum separates, but there is a consensus that structures, a common “language” and vision are required for an effective collaboration between the teams and for internal communication to be successful.

A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Doctor of Philosophy in Library and Information Science in the Department of Information Studies at the University Of Zululand, South Africa, 2017 / The need to manage tacit indigenous knowledge (TIK) through Information and Communication Technology (ICT) tools is imperative because it is at risk of becoming extinct without proper recordable and management systems. Indigenous Knowledge (IK) is largely tacit in nature and is mainly preserved in the memories of elders which is a risk to its documentation and preservation. We argue that ICT can be used effectively for enabling documentation, access and use of IK in the modern society. The study mainly focused on the types of ICT tools used for capturing, storing and disseminating IK in South Africa’s KwaZulu-Natal province. Specifically, the study investigated the use and types of ICT tools, in the management of indigenous knowledge, in the province of KwaZulu-Natal. For the purpose of the study, five research objectives were used that guided the research questions. These research objectives included: discussing the nature of indigenous knowledge; evaluating the types of indigenous knowledge practices in South Africa’s KwaZulu-Natal province; discussing the types of ICT tools currently used in the management of indigenous knowledge; discussing problems encountered in the availability and use of ICT tools in managing IK; and discussing strategies for improving the use of ICT tools in the management of indigenous knowledge. The theoretical basis of the study was informed by the Knowledge Creation theory (KC) by Nonaka as discussed in detail in chapter two. The study adopted a post-positivist research paradigm to enable multiple perspectives from participants/target population rather than a single reality. Both quantitative and qualitative research approaches were simultaneously used during a single phase of data collection. Quantitative data was gathered by survey method involving self-administered questionnaires with ICT users/beneficiaries. The qualitative data was gathered by both survey and qualitative content analysis largely through open-ended questions, which were embedded in the semi-structured interviews with owners or custodians of IK. In depth literature review and document analysis formed part of qualitative content analysis. The sample for the study was drawn from ICT users/beneficiaries and owners or custodians of indigenous knowledge in the province of KwaZulu-Natal. Notably, the ICT users/beneficiaries consisted of researchers, information specialists and/or librarians, academic staff, students and/or trainees on IK, cultural officers, IK recorders, IK documentation centre managers, and journalists and artisans. Furthermore, respondents who were owners or custodians of IK consisted of traditional healers, diviners and herbalists, traditional farmers, traditional musicians, rural artisans, community elders, traditional midwifery, rainmakers, chiefs, and traditional food specialists and storytellers. The study employed probability and non-probability sampling where cluster, snowball and purposive sampling techniques were used at different stages to select the respondents. A total of 96 questionnaires were administered to ICT users/beneficiaries and 57 (59%) were returned. Additionally, interviews were conducted with the owners or custodians of IK. 224 owners or custodians of IK were sampled, however, 196 (88%) were interviewed. The quantitative data from the ICT users/beneficiaries was analyzed using Statistical Package for the Social Science (SPSS). The qualitative data from owners or custodians of IK was analyzed through the use of qualitative contents analysis. The study acknowledged the wealth, access and use of indigenous knowledge in the province and showed that indigenous knowledge is not only used by indigenous people, as it is also being used by professional people for their own benefit. Many categories of traditional roles of custodians of IK have brought about the sustainability of indigenous knowledge practices in KwaZulu-Natal as it is still vital in these modern times and highly relevant in the areas of medicine and agriculture. Although KwaZulu-Natal has proven to possess rich indigenous knowledge practices, the knowledge is not sufficiently recorded with relevant ICTs for future use. There is a growing use of multiple ICT tools by institutions, IK centres and individuals to record or capture, store and disseminate indigenous knowledge which is quite positive. It is observed that ICT users/beneficiaries and owners or custodians of IK require ICT literacy to improve access and use. The challenges facing IK access are not uniform between ICT users/beneficiaries and owners or custodians of IK. The most crucial challenges among ICT users/beneficiaries and owners or custodians of IK was related to access to relevant ICT infrastructure and resources and lack of digital skills. The existing IK policy should be revised to accommodate rapidly changing ICT requirements of the sector. This study contributes to current literature and discourses on IKS; interrogates the applicability of knowledge creation theory and models to IK research; adds fresh data, information, and knowledge on IK research, particularly in South Africa; and proposes practical solutions to ICT application for IK development. The full thesis is available in the University of Zululand Institutional Repository and other publications from the thesis.

Ineffective strategies to integrate information and communication technology (ICT) to support global virtual teams (GVTs) have adversely affected organizations' performance. The purpose of this multiple case study was to explore the effective strategies participating GVT managers in 2 organizations in the United States used to integrate ICT to support teams' success. The population comprised managers in New York with at least 3 years of service integrating successful strategies in ICT to support GVT success. Transformational leadership theory was used as the conceptual framework for this study. The data collection process included asking 4 participants semistructured interview questions as well as reviewing archival data from the organizations. Data analysis using mind mapping analysis resulted in 5 major themes: forms of communication, redundancy, inclusion, accessibility, and infrastructure. The implications of this study for positive social change include the potential to create economic opportunities in developed and underdeveloped countries by incorporating or adapting some or all these strategies to improve efficiencies using ICT to support the success of GVTs. Improving GVT success rates could enable organizations to maintain and grow jobs benefiting employees, families, and communities.