Faculty of Commerce, Law and Management (ETDs)

Permanent URI for this communityhttps://hdl.handle.net/10539/37778

Browse

Filters

20242

Settings

Has files: YesSubject: search.filters.subject.Digital Infrastructure

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    An investigation of the second-level digital divide in the South African education and training sector
    (University of the Witwatersrand, Johannesburg, 2024) Dyosiba, Siyabonga
    This research investigates the second-level digital divide in education and training within the Media, Information, and Communication Technology (MICT) sector. The primary objective is to identify the factors contributing to this divide, analyse its ramifications on education and training, and suggest targeted interventions to enhance digital access and literacy. A qualitative approach was employed, integrating interviews with MICT professionals and an extensive literature review. The research draws upon insights from key strategic documents in South Africa to offer a comprehensive understanding of the second-level digital divide within the MICT sector. The participants comprised MICT professionals representing diverse generational cohorts. The sample was carefully structured to encompass various experiences and viewpoints within the sector. Socioeconomic status, educational opportunities, and access to resources significantly impact the acquisition of digital skills, leading to generational inequalities. The digital divide impedes the effective implementation of digital literacy initiatives, restraining the education and training sector's capacity to fully leverage its potential. Generational distinctions are pivotal in digital competency, influencing skills acquisition and educational outcomes. Strategic initiatives, as delineated in crucial strategic documents, underscore the importance of infrastructure development, skills augmentation, and inclusive policies. Collaborative endeavours involving governmental entities, private institutions, and educational stakeholders are imperative for bridging the second-level digital divide in the MICT sector.
  • Thumbnail Image
    Item
    The adoption of digital technologies in public schools in South Africa
    (University of the Witwatersrand, Johannesburg, 2024) Mafikeng, Regomoditse Joey; Magida, Ayanda
    Adopting digital technology in public schools is an important part of modern education systems. This is especially true in South Africa, where access to technology can greatly affect learning outcomes and chances. This qualitative study examines how digital tools are used in South African public schools. Its goal is to find out how complicated this process is and what effects it has on how teachers and students learn. The study looks at key themes like digital infrastructure availability, training and support mechanisms, educational implications, and contextual factors affecting adoption. It does this by using thematic analysis of interviews with School Principals. The results show a complex picture with chances and problems, such as problems with bad infrastructure and insufficient resources. The study shows how important it is to fix systemic problems and create a helpful environment so South African public schools can adopt technology successfully. In the end, South African public schools can better prepare students for the digital age's needs and ensure that everyone has equal access to a good education by using digital tools well