Improving information privacy and security : strengthening digital literacy in organisations
- Authors: Toko, Guy , Losaba, Kagisho
- Date: 2021
- Subjects: Information , Privacy , Digital literacy
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/483600 , uj:43895 , Citation: Toko, G. & Losaba, K. 2021. Improving information privacy and security : strengthening digital literacy in organisations.
- Description: Abstract: In a world of instant information, information privacy and security are under constant attack. With that being the case, organisations are expected to comply with regulations of securing and ensuring that information assets are protected. Employees are also expected to operate within the set frameworks that have been adopted by the organisation, which brings about the question of digital literacy among the workforce in order to achieve the set goals. The security of information alludes to the manner in which information is stored, processed and transmitted in order to comply with the organisation’s information systems frameworks. The privacy of information can be described as the safeguarding of information related to a particular subject’s identity. In addition, the security of information is a significant instrument for ensuring information resources and business goals, while privacy is centred on the safety of a person's rights and privileges concerning similar information.
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- Authors: Toko, Guy , Losaba, Kagisho
- Date: 2021
- Subjects: Information , Privacy , Digital literacy
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/483600 , uj:43895 , Citation: Toko, G. & Losaba, K. 2021. Improving information privacy and security : strengthening digital literacy in organisations.
- Description: Abstract: In a world of instant information, information privacy and security are under constant attack. With that being the case, organisations are expected to comply with regulations of securing and ensuring that information assets are protected. Employees are also expected to operate within the set frameworks that have been adopted by the organisation, which brings about the question of digital literacy among the workforce in order to achieve the set goals. The security of information alludes to the manner in which information is stored, processed and transmitted in order to comply with the organisation’s information systems frameworks. The privacy of information can be described as the safeguarding of information related to a particular subject’s identity. In addition, the security of information is a significant instrument for ensuring information resources and business goals, while privacy is centred on the safety of a person's rights and privileges concerning similar information.
- Full Text:
The perceptions and experiences of School Management Teams and teachers regarding continuing professional development of teachers in Digital Literacy amidst the COVID-19 Pandemic
- Authors: Wade, Jenna
- Date: 2021
- Subjects: Continuous professional development , Digital literacy , Online learning
- Language: English
- Type: Journal article
- Identifier: http://hdl.handle.net/10210/494147 , uj:44794 , Citation: Wade, J., 2021. The Perceptions and Experiences of School Management Teams and Teachers regarding Continuing Professional Development of Teachers in Digital Literacy amidst the COVID-19 Pandemic. , DOI: https://doi.org/10.29086/2519-5476/2021/v28n1a13 , ISSN: 1023-1757
- Description: Abstract: Since the coronavirus disease 2019 (COVID-19) pandemic gripped the world in 2020, the South African government, through the National Coronavirus Command Council (NCCC), introduced rigid regulations to curb the deadly novel coronavirus from spreading. The forced closure of schools was a bold step to take in order to manage the surge of the pandemic and save lives. While many schools resorted to online teaching, it became evident that many teachers lacked the necessary digital skills to manage online teaching programmes. Also, the lack of technological resources impacted negatively on teaching and learning in primary schools. This study aimed to determine the perceptions and experiences of School Management Teams (SMTs) and teachers regarding the provision of Continuous Professional Development (CPD) for teachers in digital literacy. Using a phenomenological approach, data was collected by means of interviews at four primary schools in the Nelson Mandela Bay Metropolitan area of the Eastern Cape Province. The study found that most SMT members did not make digital literacy a priority because they lacked the necessary knowledge and skills. It is recommended that teachers and SMTs should be trained in using digital platforms so that teaching and learning can be enhanced.
- Full Text:
- Authors: Wade, Jenna
- Date: 2021
- Subjects: Continuous professional development , Digital literacy , Online learning
- Language: English
- Type: Journal article
- Identifier: http://hdl.handle.net/10210/494147 , uj:44794 , Citation: Wade, J., 2021. The Perceptions and Experiences of School Management Teams and Teachers regarding Continuing Professional Development of Teachers in Digital Literacy amidst the COVID-19 Pandemic. , DOI: https://doi.org/10.29086/2519-5476/2021/v28n1a13 , ISSN: 1023-1757
- Description: Abstract: Since the coronavirus disease 2019 (COVID-19) pandemic gripped the world in 2020, the South African government, through the National Coronavirus Command Council (NCCC), introduced rigid regulations to curb the deadly novel coronavirus from spreading. The forced closure of schools was a bold step to take in order to manage the surge of the pandemic and save lives. While many schools resorted to online teaching, it became evident that many teachers lacked the necessary digital skills to manage online teaching programmes. Also, the lack of technological resources impacted negatively on teaching and learning in primary schools. This study aimed to determine the perceptions and experiences of School Management Teams (SMTs) and teachers regarding the provision of Continuous Professional Development (CPD) for teachers in digital literacy. Using a phenomenological approach, data was collected by means of interviews at four primary schools in the Nelson Mandela Bay Metropolitan area of the Eastern Cape Province. The study found that most SMT members did not make digital literacy a priority because they lacked the necessary knowledge and skills. It is recommended that teachers and SMTs should be trained in using digital platforms so that teaching and learning can be enhanced.
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