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Accounting teachers’ perceived professional identity when integrating technologies into teaching

  • Authors: Adeyemi, Daphne
  • Date: 2020
  • Subjects: Accounting - Study and teaching , Educational technology , Information technology
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/486242 , uj:44223
  • Description: Abstract: The purpose of this qualitative study was to explore the perceptions of accounting teachers regarding their professional identity when integrating technologies into their classroom practice. Located in the interpretivist paradigm, the study adopted the qualitative approach and phenomenology as the strategy of inquiry. Individual interviews were utilised as the data collection method. A total sample size of five accounting educators was used from purposefully sampled schools in the Gauteng’s district-12 province. The data analysis process followed a thematic approach through use of Atlas.ti. Among the key findings of the study was the view that accounting educators’ beliefs, values and practices shape their professional identity in practice. The conclusion drawn from the study was that, despite having an enormous quest for integrating ICT into the accounting curriculum to entrench their professional identity, accounting educators are sometimes constrained by the challenges they endure in integrating ICT into their accounting pedagogy. For example, and contrary to expectations, the degree of ICT integration within the accounting curriculum does not correspond directly with the availability of the hardware, software, or Internet connectivity in the schools. Further to this, the attitude of members of the School Management Teams (SMTs) in supporting the process of ICT integration in the accounting curriculum, was shown to have a limited encouraging effect. Informed by these constraints, the recommendations made include the need for the SMTs to ensure that the process of integrating ICT into the accounting curriculum and pedagogy is enhanced through targeted efforts to ensure computer availability, financial support and the presence of a sound ICT policy that supported the schools to devise strategies that ensure that ICT is integrated across all the accounting classes. The recommendations also point to the need for proper hardware and software infrastructure and connectivity options to support the accounting educators and learners in their schools. , M.Ed. (Information and Communication Technology in Education)
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An information security reference framework for e-learning management systems

  • Authors: Assefa, Sorene
  • Date: 2011-10-11T08:16:36Z
  • Subjects: Computer-assisted instruction , Educational technology , Programmed instruction
  • Type: Thesis
  • Identifier: uj:7248 , http://hdl.handle.net/10210/3901
  • Description: M.Sc. (Computer Science) , Knowledge sharing technique has been revolutionized over the past years, and the use of Information and Communication Technologies (ICTs) is one of the main contributors to this revolution. One of the knowledge sharing means that emerged from the use of ICTs is the electronic Learning (e-Learning) system. An e-Learning Management System (e-LMS) is a software application that utilises ICTs to manage and deliver e-Learning to users. One of the main advantages of the e-LMS is unlimited access to information, including shared knowledge regardless of geographic location and time, which is the basis for its widespread popularity of e-LMSs in the academic and corporate environment. The main motivation behind this study is the realisation of the unique nature of e-LMSs, and its dependency on ICTs that makes it more vulnerable to information security risks; if these information security risks are not mitigated or put to an acceptable level, the overall integrity of the entire e-Learning process will be compromised. Moreover, in spite of the abundance of literature in e-Learning systems, the security aspect of e-LMS has been given very little consideration. This dissertation will investigate the possible information security risks facing e-LMSs from each user’s (i.e. Lecturers, Learners and Administrator) perspective. For the identified risks, as a possible information security counter measure, the author has created an information security reference framework, called ‘An Information Security Reference Framework for e-Learning Management Systems’ (ISRFe-LMS), which is based on the International Organization for Standardization’s (ISO) 27002. The ISO 27002 Standard is internationally accepted best practice for Information Security Management. Thus, the purpose of this dissertation is strictly focused on creating and enhancing the security of e-LMSs through the creation of the ISRFe-LMS. The Moodle e-LMS has been studied from its information security capabilities and mapped to the ISRFe-LMS, to validate how well it conforms to the security standards and criteria set by the ISRFe-LMS.
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Transformative learning : the use of learning technologies by postgraduate education students

  • Authors: Bester, Susanna Adriana
  • Date: 2014-04-03
  • Subjects: Educational technology , Education, Higher
  • Type: Thesis
  • Identifier: uj:10517 , http://hdl.handle.net/10210/10019
  • Description: M.Ed. (ICT in Education) , Marc Prensky (2009) described the future as being “unimaginably complex”. The rapid development of technology contributes to this complexity of the future and is an integral part of the changing world. Learning technologies should therefore be a vital part of education that is aimed to prepare and equip learners, regardless their age, for the world and the future. I am of the opinion that education should therefore co-evolve with Information and Communication Technologies (ICTs). The constant increase in the variety and complexity of available ICTs makes on-going research in the field of learning technologies essential. However the quality of this research is constantly criticised (Jones & Binhui, 2011). Demands for more robust research studies are forcing research to become more complex, difficult and time-consuming but can lead to wisdom (Prensky, 2009). This research project focused on the attainment of digital wisdom to the benefit of adults that who are inexperienced technology users, specifically postgraduate education students who are also teachers. A generational debate regarding the use of ICTs in education, originated around the start of the new millennium when Marc Prensky (2001) made declarations concerning the influence that the presence and use of technology can have on various aspects of peoples’ lives. Prensky (2001) was one of the first to imply a generational division in this regard when he named young people who use digital technology with confidence because they grew up with, and were surrounded by it since the day they were born, “digital natives”. In contrast he called the adult generation “digital immigrants”. He based the distinction between these two generations on the metaphor of language, claiming that a digital immigrant will always retain a “foreign accent” when using technology while digital natives use technology with the same ease that they speak their mother tongue. Prensky proposed that the digital native generation have different expectations of life in general, and also more specifically of learning...
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Die opleiding van onderwysers in die gebruik van opvoedkundige televisieprogramme

  • Authors: Bezuidenhout, Wynand C. J.
  • Date: 2014-04-14
  • Subjects: Television in education , Teaching - Aids and devices , Media programs (Education) , Educational technology , Audio-visual education , Teachers - Training of , Teachers - In-service training
  • Type: Thesis
  • Identifier: uj:10622 , http://hdl.handle.net/10210/10143
  • Description: M.A. (Media Studies) , One of the problems facing formal education in South Africa today is that. of coping with the educational needs of a fast developing country. An important recommendation of the De Lange Report was that educational technology should be utilised to alleviate this problem. Educational television, especially the use of video, is regarded as one of the most important technological media which can assist in this matter. A study was undertaken in the use of educational television in developing and developed countries in resolving educational problems. The role of teacher training in the successful implementation of educational television was also scrutinised. It was found that teacher training played a decisive role in the successful use of this medium. Teachers inadequately trained in the use of the medium lacked the knowledge to use it properly in the classroom. They also showed a resistance to the medium. At· present educational television in South Africa is aimed at non-formal educational needs but from 1 April 1986 the SABC will commence the broadcasting of formal educational programmes. In this study it is thus recommended that training courses in the use of educational television should be instituted at all "teacher training centres in South Africa and that all educational departments should give attention to the formal and non-formal training of in-service teachers .. Guidelines for a training course are suggested in this study. The contents of such a course would include components like television literacy, television and cognition, the analysis and evaluation of programmes, integration with the various subjects, the use and compilation of· support material and small scale television production. It is also recommended that the course should comprise lectures in theory and practical work sessions. -These practical work sessions would be regarded as the most important part of the course.
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Media-eienskappe as 'n faktor in mediaseleksie

  • Authors: Briel, Rudolph Martinus
  • Date: 2014-02-11
  • Subjects: Educational technology , Selection of nonbook materials
  • Type: Thesis
  • Identifier: uj:3792 , http://hdl.handle.net/10210/9166
  • Description: D.Ed. , Although media have been used in the classroom for centuries the imporance and the difficulties of the selection of a medium have only been recognised since the 1960' s. Since then, the proliferation of media and their increasing invasion of the classroom have drawn attention to the need to reconcile the medium and a particular teaching objective. This new consciousness, together with a desire to approach the problem systematically has led to comparative studies of the various media!and to a classification of their similarities and differences. Then media taxonomies were drawn up, and models for media selection were extrapolated from these in an effort to provide both practical and theoretical guidelines. These efforts have not yet provided satisfactory solutions, firstly because there is no concensus regarding the concept "media" and secondly because they have tended to concentrate on media per se, while it is the media-attributes, the properties of each medium, which determine how information will be corrnnunicated. Finally, most of those selection models lack a sound pedagogical basis. The large number of determinant factors capable of influencing the final choice of a medium makes media selection a complex matter. These determinants include teaching objectives, learning content, learning tasks, leamer attributes, learning environment, media attributes and application of the medium. All these can act both independently and in concert in selection further compounding the problem. Existing literature has been examined with one particular determinant in mind, viz, media attributes. Definitions and taxonomies were analysed in an effort to determine what the properties of media are and how they should be classified. A media classification system based on the results of that analysis is put forward, with each attribute being examined separately. It is quite obvious from existing literature that media selection must take account of the interaction between the various determinants. Since this study is limited to one determinant - media attributes - further research into the role played in media selection by each of the other determinants is imperative. Two recent attempts at defining and describing the interaction between the determinants, are Aptitude-Treatment Interaction and Trait-Treatment Interaction. They have not, as yet, produced many positive results, but they gave rise to the Symbol System approach. This approach advances a theory relating media's most basic modes of presentation - their symbol systems - to common thought processes and to learning. Each medium, using symbol systems, may have its oWn specific effects on how the knowledge is extracted and on how meanings are arrived at'. This approach holds great promise for the future, but certain questions remain unanswered in the meantime. It is not yet understood, for instance, how a child's symbolic capabilities and preferences interact with his way of handling the symbolic nature of media's messages, nor in what specific ways they affect his cognitive abilities. Today's teacher, in urgent need of practical guidelines, cannot wait for answers. This study attempting to fill that need and contains an open media selection model which is based on all the determinants identified and which is founded on pedagogical considerations.
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Teachers’ perceptions of their principals’ digital leadership practices in Gauteng West

  • Authors: Dasruth, Judy
  • Date: 2020
  • Subjects: Education - Effect of technological innovations on , Educational leadership - Technological innovations - South Africa - Gauteng , Educational technology , School principals
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/478962 , uj:43304
  • Description: Abstract: Disruptive digitals and innovations in the fourth industrial revolution are rapidly changing the education landscape. The prominent presence of digitals in everyday life has placed an increased focus on learning that is relevant for the digital age and this necessitates principals to change the way they lead learning in schools. As such, principals’ digital behaviours and activities that facilitate the change process towards cultivating a digital school culture are crucial in the successful integration of digitals into the digital age learning environment. This study explored teachers’ perceptions of their principals’ digital leadership practices in three primary schools in the Gauteng West District in South Africa. The rationale for doing this research was that digital leadership supports digital age learning and as such principals’ digital leadership practices that support the needs of today's digital students, which seems to be the way forward, has not fully yielded its intended purpose in South African public schools... , M.Ed. (Education Leadership and Management)
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Riglyne vir die gebruik van die Internet in onderrig

  • Authors: De Bruyn, Annis Malcolm
  • Date: 2012-08-15
  • Subjects: Internet , Educational technology , Education -- Computer network resources
  • Type: Thesis
  • Identifier: uj:9347 , http://hdl.handle.net/10210/5786
  • Description: D.Ed. , The increase in internal and external communication has brought about a radical change in organisation and has left its mark on education. Information remains the facilitator's most important aid. At present information is stored in textbooks, facilitator's notes, audiocassettes, sources of reference, videos and curriculum guides. Facilitators and learners obtain information from these sources and process it in various ways. By means of digital technology it has become possible both to keep all these sources up to date and to establish a direct link with other sources. The question arises as to how education can make use of this extensive aid. This research poses the question whether education can be advanced through the effective use of electronic communication such as videos, computers and, more specifically, the Internet. With a view to the utilisation of electronic communication for education, an Internet module as an example was designed, in order to determine which application possibilities exist in electronic communication, more specifically the Internet, and how they can be utilised for the dissemination of information. The research has attempted to provide guidelines for the effective utilisation of an Internet module applied as learning content. A qualitative, exploratory and descriptive research design is followed within contextual setting to achieve the aims of the study. In Phase One of the research a relevant study of literature on electronic communication, the Internet, and education was undertaken in order to design and apply an Internet module. The research method consists of interviews with media experts, focusing on the application possibilities and the establishment of guidelines for an Internet module. A group interview with principals was held mainly for verification and triagulatory purposes. The results of the study were compared with existing literature on the subject. The conclusions, findings and recommendations resulting from the research were presented for consideration and further research. Some of the most important findings and recommendations follow.
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Information as an aspect of resources : implication for school effectiveness

Paradigm shift in higher education in the context of the Fourth Industrial Revolution

A paradigm shift in Higher Education in the context of the Fourth Industrial Revolution

A paradigm shift in higher education in the context of the Fourth Industrial Revolution

Media in die ontwikkeling van waarnemingsvaardighede by die junior sekondêre leerling

  • Authors: Ferreira, Elizabeth
  • Date: 2014-05-26
  • Subjects: Educational technology , Perception - Study and teaching - Audio-visual aids
  • Type: Thesis
  • Identifier: uj:11190 , http://hdl.handle.net/10210/10784
  • Description: M.Ed. , Man lives in a specific reality which directs a distinctive appeal towards him so that reality becomes accessible to him. Perception enables the composition of total impressions to form meaningful detail. Man's consciousness to achieve cannot perform if there is no mention of perception. This finding contains special significance for education, since it now becomes the task of the educator to build specimen structures for perception so that the developing character of perception is reflected in it. To make effective use of media in a class situation, general perception principles must be reflected in it, namely, that perception is relative, selective and organised, and are influenced by expectations. In the past, human communication was performed mainly verbally and through the written word, however, with media, new variations of communication and learning have become possible. It is, nevertheless, important to remember that the use of specific media should always be a method to achieve a field goal. Symbols and symbol systems are the most important characteristic of media that can make a contribution to education and learning. On account of different symbol systems exploited by modern media, the preceptor is enabled to perceive the environment in different ways and other cognitive processes are then involved with perception.
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The why and how of technology-assisted learning: authentic professional development for higher education practitioners

Acceptance and use of technologies in physical sciences education during the Covid-19 lockdown

  • Authors: Human, Magdel Elizabeth
  • Date: 2021
  • Subjects: COVID-19 Pandemic, 2020- - Educational aspects , Educational technology , Physical sciences - Study and teaching
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/486049 , uj:44200
  • Description: Abstract: Online distance education was a necessity during the COVID-19 pandemic as schools closed to stop the exponential spread of the pandemic. Online distance education is only possible through the use of various online learning technologies. The question is raised: “Were these technologies accepted by high school learners to learn Physical Sciences during the lockdown?” The adapted Unified Theory of Acceptance and the Use of Technology (UTAUT2) model is applied in this study as a theoretical framework to investigate how various factors influenced the acceptance of technologies. To collect quantitative data, a questionnaire was developed from previous studies using the UTAUT2 model. Principal Components Analysis (PCA) and Structural Equation Modelling (SEM) were used to analyse data from 173 participants. The results show that habit has a significant positive influence on behavioural intention towards the acceptance and use of educational technologies. The statistical analysis indicates that habit and hedonic motivation has a significant effect on performance efficiency and effort efficiency of learning technologies. The model indicates that 59.1 % of the variance in behavioural intention is mainly explained by the independent variable habit and 90.5 % of the variance in the learners’ use behaviour of learning technologies. The combination of habit and hedonic motivation can explain 39.7 % of the variance of effort expectancy and 76.7 % of the variance in performance expectancy. Thus the model suggests that habit influenced the acceptance of technology significantly. The acceptance of online technologies can be enhanced by creating online environments that increase hedonic motivation and develop the habit in learners to use technologies for academic purposes. , M.Ed. (Information and Communication Technology in Education)
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The barriers of using education technology for optimizing the educational experience of learners

  • Authors: Joseph, Juliet
  • Date: 2012
  • Subjects: Educational technology
  • Type: Article
  • Identifier: uj:6269 , ISSN 1877-042 , http://hdl.handle.net/10210/8873
  • Description: The paper will discuss the impact that education technology has on the teacher-student experience and does learning really takes place or has the educator been removed from the learning environment. Technology can enhance the teacher-student experience; the study will conclude that the educator-student learning experience can’t be replaced by technology due to human and social elements which technology lacks. Education technology does not have interpersonal interaction and an increase in technology can lead to less interaction within teacher-student interactions. Communication constitutes of 80 through language, while 20% is nonverbal such as writing. Education technology falls into the 20 precent category concluding that it is not the best tool.
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The importance and implementation of technology for diploma accounting students at the University of Johannesburg

  • Authors: Karodia, Mohamed
  • Date: 2015
  • Subjects: Accounting education , Computer technology , Teaching and learning , Student assessment , Educational technology , Accounting - Study and teaching (Higher)
  • Type: Article
  • Identifier: uj:6182 , http://hdl.handle.net/10210/13923
  • Description: The curriculum for accounting students is evolving to meet advancement in computer technology. To keep up with current concepts, the curriculum needs to have more depth with specific reference to technology, to facilitate the learning and development of students. This study aimed to explore how the implementation of technology can assist in assessing the students doing the diploma course in accounting. Secondary research methods such as books, peer-reviewed journals, magazines, newspapers and Internet resources were used to collect data and establish how technological advancement facilitates all features of professional accounting, thereby adding to the success of an organisation. Limited research on the use of technology in accounting warrants universities in South Africa to rethink the traditional learning model. The teaching of accounting has shifted from being teacher-centred to student-centred; the technological change in the teaching of accounting has also changed the culture of educational institutions. Students are being assessed on their theoretical as well as on their practical knowledge. For example, both the theoretical and practical knowledge of students are evaluated by requiring them to process transactions in a fictitious firm that they create. Students are also required to create a business plan and use software such as Microsoft Excel and Sage Pastel. While the study was based in South Africa, the findings of the study and the use of technology in accounting education could be utilised globally.
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The contribution of journal reflections to the metacognitive development of postgraduate students as thought leaders in an online master’s programme

  • Authors: Khumalo, Thembalihle
  • Date: 2020
  • Subjects: Metacognition , Educational technology
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/480524 , uj:43503
  • Description: Abstract: Becoming a scholar means becoming a person who is continually learning and engaged with research activities. Being a scholar is strongly associated with academic work concerned with the production and evaluation of knowledge. The main difference between a scholar and a student is that a student is in the process of acquiring knowledge, whereas a scholar is a learned person with a profound knowledge actively engaging with advancing their domain discipline. Scholarliness is evident in a disposition that displays intellectual curiosity, creative thinking, critical engagement, interrogation, and an affinity for risk and foresight. A scholar is usually a person that holds a Master’s degree or higher. Part of being a scholar is to develop a strong research identity within a particular discipline. This study is concerned with the development of novice and emerging scholars as thought leaders enrolled in an online Master’s degree in Education in Information, Communication Technology (ICT). Of specific interest is their learning journey as captured in their online journal reflections. This study relied on a sample of 20 journal entries from five enrolled students. The unit of analysis was thus the journal entries in the form of text or images, which were believed to allow the researcher an opportunity to choose rich reflections for analysis. The data analysis process followed a thematic approach aided by the use of ATLAS.ti, qualitative data analysis software. Among the key findings of the study was that journal reflections made a noteworthy contribution to the development of postgraduate students’ metacognitive skills as thought leaders. Further to this, they allowed postgraduate students the agency for carrying out introspection and to develop new learning opportunities. Key findings point to the significance of true collaboration, and opportunities for curriculum leadership and management are abundant through the use of journal reflections. University educators need to take advantage of such opportunities to inculcate metacognitive skills through such online learning activities. , M.Ed.
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Cybersafety guidelines to prepare South African schools for the 4th Industrial Revolution

  • Authors: Kritzinger, Elmarie
  • Date: 2020
  • Subjects: Educational technology , Cyberspace - Security measures
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/450114 , uj:39552
  • Description: M.Ed. (ICT in Education) , Abstract: Technology has become one of the driving forces behind what people do and how they do it. Technology is changing all aspects of human interaction, work-related processes and information sharing. Technology has allowed people to create global networks, print objects in 3D, create digital currencies and created virtual online worlds (cyberspace). Cyberspace allows billions of people across the globe to instantly connect, without boundaries, to anywhere in the world. Instant messages, videos and documents can be uploaded to cyberspace and shared to all other cyber users who are connected. Connectivity has become the focus of world economies and personal interactions and the basis for online social communities. Technological devices have become cheaper and more available to individuals and the cost of accessing cyberspace is slowly becoming affordable across the world. Information and Communication Technologies (ICT) has changed reality as we know it. The advantages of ICT are enormous to industries and governments, as well individual cyber users. Education, online banking, shopping, socialising and work are some of the actions that have changed for the better due to technology...
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Student-generated design principles for transforming an educational technology module

  • Authors: Lautenbach, Geoffrey
  • Date: 2011
  • Subjects: Educational technology
  • Type: Article
  • Identifier: uj:6095 , http://hdl.handle.net/10210/10968
  • Description: This paper reports on research where student reflections were used to derive design principles for the transformation of an undergraduate module to better address issues around the use of educational technologies in teaching and learning. The emphasis of this paper is on the derivation of design principles from student reflections after participating in authentic, collaborative, tool-mediated activities. Students’ reflective reports were analysed for their content using simple coding techniques leading to the identification of themes and the derivation of design principles. Findings show that learning activities grounded in a defined theoretical framework markedly improved the depth of student understanding of issues related to teaching and learning with technology. The authentic nature of the activities also contributed to the depth of student reflections which ultimately led to meaningful design principles based entirely on the experiences of students.
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Creating social learning spaces to enhance the learning experience

  • Authors: Madhav, Natasha , Joseph, Meera K. , Twala, Bhekisipho
  • Date: 2015-06-04
  • Subjects: Social media , Educational technology
  • Type: Article
  • Identifier: uj:5145 , http://hdl.handle.net/10210/14187
  • Description: Social media has been used effectively for teaching and learning for many years in developed countries. It seems there needs to be an understanding of the affordances that social media could bring to the learning space in the African context. We use qualitative research and content analysis to see how and why the learners used social media in a private Higher Educational (HE) institution in South Africa to enhance their learning experience. The course was split into face-to-face lectures and social media use by the learners and facilitators. The learners were required to engage with various social media tools to collaborate and share skills with their classmates and facilitators. We also explore the affordance of social media. Content analysis was done to see the participation of the learners in the course’s Facebook page. Data was also collected from the focus groups that led to findings that indicate that WEB 2.0 tools had the potential to support learner collaboration that is self-directed and engaging. Learners adopted social media with confidence and used it to learn beyond the borders of the physical classroom. Daily interactions and the sharing of artefacts resulted in an informal and vibrant learning ecology that became self-sustainable ...
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