The future of smart city : a review of the impending smart city technologies in the world
- Authors: Okafor, C. C. , Aigbavboa, C. O. , Akinradewo, O. I. , Thwala, W. D.
- Date: 2021
- Subjects: Internet of things , Information communication technology , Intelligent urban development
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/480098 , uj:43448 , DOI: 0.1088/1757-899X/1107/1/012228 , Citation: CC Okafor et al 2021 IOP Conf. Ser.: Mater. Sci. Eng. 1107 012228
- Description: Abstract: Smart city is one of the major trending topics of the 4th industrial revolution. It can be described as a city that operates with the help of information communication technology. The world’s population explosion has made the need for smart city ever significant considering the UN statistics. In other to develop new ideas for future technologies of smart cities, this study aimed at reviewing existing literature related to the technologies that will form an integral part of the future smart cities. This study adopted an efficient literature review method by sourcing published journal articles, books and conference articles from web of science and scopus database. The study revealed moveable smart city, automated pandemic detecting city, driverless cars, online central government treasury app, automated self-repairable smart city, 100% online education, financial technology and national e-voting system as key technologies of the future smart cities.
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Learning to be researchers in an e-maturity survey of Gauteng schools
- Authors: Lautenbach, Geoffrey
- Date: 2011
- Subjects: E-maturity , Authentic research , Information communication technology
- Type: Article
- Identifier: uj:5752 , ISSN 2076-3433 , http://hdl.handle.net/10210/7756
- Description: I report on postgraduate students conducting survey research on information and communications technology (ICTs) in South African schools, focusing on the notion of e-maturity. The dual emphasis of the paper is on students’ collaborative experience of the authentic research process including their experience of e-maturity within the target schools and leads to a discussion in two parts around notions of novice student research and e-maturity. Fifty students, most of them practising teachers, participated collaboratively in the design and implementation of the survey. Discussion in this paper is based on the qualitative analysis of 50 research reports submitted on completion of the survey field work. I analysed the reports inductively for their content using simple in vivo coding techniques and structured quotations into flowing narratives to illuminate both issues. Findings show that the participatory and collaborative nature of the research process contributed markedly to the composition quality of student research reports. Student understanding of the research process through meaningful engagement in authentic field work has also greatly improved their insights into ICTs in education and the current e-maturity of participating schools.
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Teaching and learning at the University of Johannesburg: a position paper
- Authors: Amory, Alan , Gravett, Sarah , Van der Westhuizen, Duan
- Date: 2008-08
- Subjects: Science education , Teaching , Learning , Digital technology , ICT , Information communication technology
- Type: Article
- Identifier: uj:5721 , http://hdl.handle.net/10210/4270
- Description: In this position paper we focus on four components of teaching and learning at the University of Johannesburg. We begin by situating university education in the complex world of the 21st century. We introduce the notion of “learning to be” – a view of higher education that conceptualises learning as becoming a practitioner of a knowledge and professional domain. We also argue that an information-oriented view of teaching and learning in a university context is not conducive to optimal learning. Coupled with this we introduce the idea of approaching teaching as the design and implementation of “learning tasks”. We then focus on how current Information and Communication Technology (ICT) features in this setting, suggesting that it should extend contact teaching in digitally rich and innovative ways. Lastly we argue for ICT management that supports free access and optimal utilisation.
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