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

- Du Preez, J., Sinha, S.

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

- Du Preez, J., Sinha, S.

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

- Human, Magdel Elizabeth

  • 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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Accounting teachers’ perceived professional identity when integrating technologies into teaching

- Adeyemi, Daphne

  • 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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Advancing rural science learners’ conceptions of career development through synchronous online mentoring mobile group chats

- Molaodi, Mmatlake Linford

An information security reference framework for e-learning management systems

- Assefa, Sorene

  • 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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Bring your own device and information technology service delivery : a higher education institution case study

- Sliep, Chelma

Creating social learning spaces to enhance the learning experience

- Madhav, Natasha, Joseph, Meera K., Twala, Bhekisipho

  • 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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Cybersafety guidelines to prepare South African schools for the 4th Industrial Revolution

- Kritzinger, Elmarie

  • 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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Die gebruik van sigblaaie om die effektiewe leer van wiskunde te bevorder

- Oosthuizen, Sophia Gertruida

  • Authors: Oosthuizen, Sophia Gertruida
  • Date: 2012-08-20
  • Subjects: Mathematics - Study and teaching - Computer assisted instruction , Educational technology , Electronic spreadsheets
  • Type: Thesis
  • Identifier: uj:2744 , http://hdl.handle.net/10210/6184
  • Description: M.Ed. , The objective of this study was to explore the possibilities of applying and using the computer in the Mathematics classroom. The effectiveness of the various possibilities of this application was of particular importance, as the main motivation for the use of the computer as educational aid in the Mathematics classroom was to promote learning effectively and to transform learners from passive to active participators in the learning environment. A literary study was assigned to a broad discussion of three learning theorems. The behaviourist, information processing and constructivist learning theories were weighed up against one another. The distinguishing characteristics of each one, as well as implications thereof on the effective learning of Mathematics, were analysed. The nature of mathematical knowledge serves ultimately as criteria for effective learning. A list of criteria and guidelines, which the learning situation had to meet, in order to promote effective learning in Mathematics, was presented before the computer could be considered as an alternative teaching strategy. In the course of the study, there was regular reference to the computer as a tutor. Varius advantages and disadantages of computer aided instruction (CAI) in the Mathematics classroom were discussed thoroughly. Four types of CAI approaches were seen as alternatives to traditional teaching methods. Each of these approaches was weighed up against the suggested/recommended list of criteria which the learning situation should meet in order to promote effective learning. As an alternative to these approaches, the possibilities of application software were considered. This study focused particularly on the possibilities of the use of spreadsheets in the Mathematics classroom. Various advantages and disadvantages of the implementation of spreadsheets in the Mathematics classroom were discussed thoroughly. During an empirical study, a lesson unit, implementing spreadsheets as teaching aid, was put to the test and its value assessed. The success of this lesson unit was evaluated according to a West. In conclusion, it can be assumed that constructivist learning theory principles served as a foundation for this study which effectively promoted learning. The learners were constructively active, on the computer, and were guided in their construction of knowledge with the assistance of inductive questions and observation of the spreadsheet generated graphs. In a group situation, the learners supported one another and the teacher acted merely as facilitator. By using spreadsheets in the Mathematics classroom as an alternative to the traditional CAI material, learning could be effectively promoted as the progression of lesson aspects and phases depended on the foundation of constructivism.
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Die opleiding van onderwysers in die gebruik van opvoedkundige televisieprogramme

- Bezuidenhout, Wynand C. J.

  • 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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How the digital learning habits of students relate to their performance at university

- Michaels, Leoné

Information and communications technology support role students using learning technologies during work-integrated learning

- Mongake, Mpho Ivan

  • Authors: Mongake, Mpho Ivan
  • Date: 2019
  • Subjects: Educational technology , Computer-assisted instruction
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/402138 , uj:33641
  • Description: Abstract : Information and communication technology (ICT) is increasingly widespread, influencing many aspects of social, educational and work lives. It would seem that implementation of technology in an education program would depend strongly upon support and attitudes of teachers, schools, and principals. ICTs in teaching and learning must, however, be used in a way to promote learner-centered and self-regulated learning. The purpose of this study is to understand how pre-service information and communication technology (ICT) support role students use learning technologies during work-integrated learning (WIL). The Technological Pedagogical Content Knowledge Framework (TPACK) as proposed by Mishra & Koehler (2009) is used to determine the ICT use in this study. This framework builds on three kinds of knowledge, namely, technological, pedagogical and content knowledge (Koehler & Mishra, 2009). A qualitative approach was used to investigate the use of ICTs by pre-service ICT support role teachers who were purposefully invited to participate in the interview sessions. These participants were expected to do their teaching practical / WIL for three weeks during first semester and seven weeks during their second semester at schools that are located in Gauteng. During WIL they are expected to have a subject mentor to guide them. ICTs are expected to be used in curriculum integration, lesson planning and the design of ICTs for assessment in the classroom. Teachers are also supposed to guide the participants by providing feedback and emotional support. Data from the interviews were analysed using Atlas.ti to identify themes. Themes in this study are supported by direct quotations from the interviews. This study identified two broad categories, namely success and failure to use ICTs. Each of these categories is supported by a number of themes that explain why participants either succeed or fail to implement ICTs in their teaching activities. , M.Ed. (Science and Education Technology)
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Information as an aspect of resources : implication for school effectiveness

- Ditshego, Girly Modibo

Investigating the role of information and communication technology in the transformation of teaching practices

- Motaung, Mantsho Anna

  • Authors: Motaung, Mantsho Anna
  • Date: 2010-05-27T06:01:11Z
  • Subjects: Teaching aids and devices , Media programs (Education) , Educational technology , Transformation (Education)
  • Type: Thesis
  • Identifier: uj:6840 , http://hdl.handle.net/10210/3272
  • Description: D.Ed. , Contemporary attempts to maximise the potential of ICT in the classrooms broadly seek to move away from conventional didactic instructional approaches, in which teachers do most of the talking and learners listen (Peter Cuttance, 2007: [Online]). ICTs are purported to have the potential not only to cause a shift or change but also a means for achieving it (Rai, 2006:2). This thesis describes how the introduction of Information and Communication Technology (ICTs) has necessitated this paradigm shift in pedagogical practices of the participants. Three of the participants in this study are teaching at a former advantaged school while two are teaching at what is generally regarded as disadvantaged school. The thesis examines, by way of an integrated research methodology that incorporates activity theory as a theoretical framework, ethnography and collective case study research methods, participants’ emerging practices and also concomitant epistemologies or beliefs regarding engagement with mediational tools of ICT in the classroom. The research tools that were formulated from activity theoretical concepts of the Eight Step Model; the Activity Checklist; historical types of activity; contradictions; and boundary crossing are utilised to examine the teachers’ emerging practices, beliefs and attitudes. Data was obtained from fieldwork, interviews, and video recordings by means of the aforementioned activity theoretical tools. Additionally, activity theoretical tools, blended with content analysis, were utilised in the data analysis. As a result, this study demonstrated that without effective use of a variety of research methods at appropriate times, the quality of evidence on this inquiry would have suffered, and interpretations of causality would also been constrained (Chatterji, 2004:9). The essence of the findings in this study, which is the visible changes in the pedagogic practices of the participants revealed that it is not only the mediational tools of ICT that have an effect but also the way they are used that brings about the change in their teaching practices. This thesis, therefore, adds to the body of literature that considers the potential of Information and Communications Technology in the transformation of teaching practices.
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Learner experiences of the use of mobile devices in the learning of technology

- Simango, Shepherd

  • Authors: Simango, Shepherd
  • Date: 2016
  • Subjects: Educational technology , Cell phones
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/232288 , uj:23689
  • Description: M.Ed. , Abstract:The ubiquitous nature of mobile devices and connectivity in the 21st century creates many possibilities, particularly in education. In spite of the benefits of mobile devices mentioned by many studies, there is little formal research, particularly in South African education, on how learners are actually experiencing the use of mobile devices specifically in Technology Education. This study examines how Technology learners at a well-resourced South African high school experience the use of mobile devices in their learning. The study takes the form of a qualitative case study and uses questionnaire and focus interviews data collected from 84 participants. Interpretation of the data reveals five themes that include engagement, joy, excitement, discouragement and productivity. Implications of these themes are also discussed.
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Life Sciences teachers’ experience in the use of Interactive Whiteboard (IWB) when teaching Grade 10 cell division

- Ndlovu, Phumelele Pearl

  • Authors: Ndlovu, Phumelele Pearl
  • Date: 2021
  • Subjects: Interactive whiteboards , Computer-assisted instruction , Educational technology , Life sciences - Study and teaching (Secondary) , Science teachers - Training of , Teaching - Aids and devices
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/485857 , uj:44176
  • Description: Abstract: Many scholars are interested in the effective use of the interactive whiteboard (IWB) in teaching and learning. Traditional teaching approaches make it difficult for students to comprehend the process of cell division. Using a range of instructional devices, such as the interactive whiteboard, emphasize the dynamic nature of cell division (IWB). The purpose of the study is to explore how grade 10 life sciences teachers use interactive whiteboards when teaching meiosis. Using a cross-case analysis, this study analyzed the teaching and learning processes using IWBs in teaching meiosis at grade 10. A case study approach research aims at investigating the use of interactive whiteboards (IWBs) utilized in three different schools in South Africa so as to obtain first-hand information. Interviews and lesson observations were carried out with four different teachers. The Saldana coding model was used to analyze the responses, and narrative analysis was used. The IWBs have not been successfully used in the teaching of meiosis. Factors such as lack of teacher training on the use of IWBs and insufficient technological support have been cited as some of the reasons IWBs are not effective in teaching and learning. Recommendations such as, teacher training and setting aside a proper budget for IWB implementation were made. For future research, it would be great for researchers to investigate how to better recognize technology leaders in a school, including how personality, expertise, qualifications, and preferences all play a role in identifying a successful technology leader. , M.Ed. (Science Education)
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Media in die begeleiding van die voorskoolse Down-sindroomkind

- Van Wyk, Jacobus Johannes

Media in die ontwikkeling van waarnemingsvaardighede by die junior sekondêre leerling

- Ferreira, Elizabeth

  • 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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Media-eienskappe as 'n faktor in mediaseleksie

- Briel, Rudolph Martinus

  • 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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