ETD Collection

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Subject: search.filters.subject.Internet in education

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Now showing 1 - 4 of 4
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    Exploring the use of ICTs in education: evidences from South African secondary school managers
    (2020) Shaikjee, Fazel
    The rapid technological advancements, especially in the field of Information and Communications Technologies (ICTs), have brought with them new and expanded opportunities to create, share, store and communication information like never before. As various ICT tools and devices are being integrated into education it could assist especially school managers with managing teaching and learning, a core function of school Heads of Departments (HoDs). This study aimed at exploring the use of ICTs amongst secondary school managers, specifically mathematics and sciences HoDs in six Gauteng secondary schools. A qualitative approach was adopted to conduct research using semi-structured interviews with each of ten HoDs in these schools. The key findings of this study revealed that the majority of HoDs do not use ICT tools and devices for higher order management activities, but are using these for purely administrative and clerical purposes. This is even whilst HoDs in the study have an understanding of how ICTs could benefit the teaching and learning process, including assisting with the management of this process. However, the findings of the study also reveal some of the enabling and constraining aspects to consider when integrating ICTs into education. It is these constraining factors which in most cases have prevented HoDs from realising the full potential of using ICTs in assisting with one of their core functions, managing teaching and learning.
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    Factors that influence lecturers’ internet use in teaching: an exploratory study of Gauteng public technical and vocational education and training (TVET) colleges
    (2018) Mthembu, Vusumuzi
    The use of Internet is increasingly permeating across spheres of human activity, including the sphere of education and teaching. It is therefore important to locate the Internet as core medium for instruction at colleges to enhance the teaching and learning experience and better prepare students for the demands of the knowledge society that is largely driven by the Internet. The purpose of this mixed-method research is to explore factors that influence lecturer Internet use in teaching at public technical and vocational education and training (TVET) colleges in Gauteng. The study investigates the forms (what the Internet is used for) and the characteristics (how it is used) in teaching. Furthermore, the study investigates the extent of lecturer Internet use in teaching at the TVET colleges. Literature shows that factors that Influence the Internet use in teaching at TVET colleges are multi-dimensional in nature. For this reason the research appropriate a combination of theoretical artefacts that include adapted TPACK framework, blended learning institutional development model, technology adoption model and institutional level factor theoretical framework to explore these factors. The outcome of the research shows that Internet use in teaching public colleges in Gauteng is influenced by a confluence of factors that can be classified as lecturer level, institutional and macro-policy factors. The research further reveal that the use of the Internet in teaching at public TVET colleges is opportunistic and is at an embryonic stage
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    Towards a more holistic understanding of lecturers' perspective of learning management systems at a South African university
    (2018) Ndobe, Tsakani Violet
    The integration of technology into an educational context is advocated by many as a means of preparing students to cope with the current information society, as well as enhance pedagogical practices and knowledge transmission. One way to integrate technology within educational contexts is through Learning Management Systems (LMS). LMS integration approaches include learning material repositories, discussion boards, blogs, messaging, and chat rooms. While many research studies have focused on the role that students play in the successful use of the LMS, use of LMS by lecturers and the potential benefits that may be accrued as a result of making use of the LMS, have not yet been fully explored. The apparent limited use of LMS in Sefako Makgatho Health Sciences University (SMU) in South Africa provided the impetus for this qualitative case study in order to develop an in-depth, holistic understanding of LMS use and non-use by SMU lecturers. Data was collected via semi-structured interviews with SMU lecturers. The Unified Theory of Acceptance and Use of Technology (UTAUT) framework was used as a lens for the data analysis. Findings indicate that SMU lecturers’ decisions to make use or not to make use of the LMS are being influenced by performance benefits (PE) such as communication, assessment, content upload, anytime-anywhere teaching and learning, management of large classes, student management of learning and lecture delivery. In relation to effort (EE), findings suggest that to make use of LMS initial training, continual practice, organisational support, and ease-of-use are essential. Furthermore, social influences (SI) appear to be important with colleagues, the organisation as well as students playing a role in decision around LMS use. Findings for facilitating conditions (FC) indicate that conditions of training need to be improved, organisational support must be more available and the technology infrastructure necessary to use the LMS must be sufficient. Student resistance, lack of refresher courses, extra work required to make effective use of the LMS, non-standardisation of LMS usage, limited infrastructure, and stable internet access were identified as limitations hindering the effective use of LMS.
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    NRENs as ICT infrastructure to support e-Services at universities: a case of Wits University
    (2015) Sekgobela, Euguenia
    The research report examined the value brought by NRENs, by investigating the utilization of the South African National Research Network (SANReN) at the University of the Witwatersrand (Wits). It explored the SANReN as the main international bandwidth service for the university and assessed how the university is able to efficiently provide a range of e-services in scientific research through the NREN. Wits scientists engaged in data intensive research and international research collaboration shared the view that the SANReN infrastructure is critical to such work, however due to infrastructure limitations at university level, it is sometimes difficult to maximize the value of this dedicated network, where data storage capacity is low. A wide range of e-services, such as grid computing, use SANReN, but are limited by international bandwidth. A further problem is the high cost of international bandwidth, particularly as the demand for bandwidth increases with the amount of data required in scientific research. The biggest challenge is the growth of demand and the ability to meet this demand. As scientific research relies on real time data, but experiences problems with data storage, advanced data infrastructure is needed in the form of a medium sized data centre, which would be used for storing and transferring large data sets and terabytes of data in and out of the country. In conclusion, although SANReN makes it possible for big science projects to take place at universities, it is somewhat difficult to measure the value that SANReN brings, due to the many limitations mentioned. Therefore a matrix to measure outputs and value of SANReN is required, as proposed in Chapter 6 of this research report.