4. Electronic Theses and Dissertations (ETDs) - Faculties submissions

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    The Complexities of Digitising Public Services in the City of Ekurhuleni
    (University of the Witwatersrand, Johannesburg, 2024) Ngele, Sixolisiwe Solethu; Ndlovu, Hlengiwe
    This thesis is premised on the argument that while digital solutions in public service delivery offer significant potential for efficiency and accessibility, they also risk deepening existing divides if not carefully and inclusively implemented. The study examines the complex interplay of service delivery, governance, and community engagement within the Ekurhuleni Metropolitan Municipality, situated in the Gauteng Province of South Africa. Through a comparative lens, it juxtaposes the lived experiences of residents in Thokoza hostels with those in the affluent suburb of Bedfordview, this thesis aims to illuminate the nuanced dynamics at play when digital public services intersect with diverse socio-economic disparities. The central argument posits that while digital solutions in public service delivery offer significant potential for efficiency and accessibility, they also risk deepening existing divides if not carefully and inclusively implemented. Grounded in the historical context of Ekurhuleni, where hostels originally served as temporary dwellings for migrant labourers during apartheid, this study sheds light on the enduring struggle for dignity and improved living conditions among predominantly black residents. Employing a qualitative research methodology, the study draws evidence from 12 in- depth interviews and 6 focus group discussions across diverse groups, including hostels and suburban residents, municipal officials, and local leaders, to comprehensively capture their experiences and perceptions regarding the digitalisation of service delivery and governance. The research draws upon theoretical frameworks of governance, service delivery, and spatial inequality, particularly rooted in the literature of post-apartheid urban studies. The findings unearth a stark contrast in the delivery of basic services and governance structures between Thokoza and Bedfordview. In Thokoza, residents grapple with dilapidated infrastructure, unaddressed service delivery grievances, and a palpable sense of municipal neglect, leading to the emergence of community-driven solutions such as ‘ukubhatala ngaphakathi’ (internal community funding for repairs). Conversely, Bedfordview residents enjoy relatively swift municipal responses and robust digital engagement, underscoring a digital divide that further entrenches existing disparities. Notably, the digital gap is epitomised by the My COE App, a municipal digital initiative aimed at streamlining service delivery reporting, which inadvertently side lines residents in Thokoza due to limited digital access and literacy. The contribution of the study lies in its illumination of apartheid’s enduring spatial and socio-economic legacies on contemporary urban governance and service delivery, cautioning against the exclusionary impacts of technological advancements on marginalised populations.
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    An exploration of the integration of ICT in Life Sciences lessons: A case of teachers in Merafong City
    (University of the Witwatersrand, Johannesburg, 2024) Fenni, Sajini; Kazeni, M.
    The advancement of technology in the 21st Century has transformed educational delivery in various ways, including the use of Information, Communication and Technology (ICT), to enhance the teaching and learning process. In line with this trend, the South African Gauteng Department of Education supplied schools with ICT devices for use in the teaching and learning process, with the aim of improving learner performance in subjects such as Life Sciences. To achieve this aim, teachers are required to integrate educational ICT into their lessons. Despite the provision of ICT devices, the performance of Life Sciences learners has remained poor in Merafong City high schools. The reasons for the continued poor performance of learners, despite the availability of ICT devices has been a matter of speculation. Therefore, this study explored the integration of ICT in Life Sciences lessons, in Merafong City high schools. The study employed a qualitative case study design, and six Life Sciences teachers from both township and city government high schools in Merafong City participated in the study. Data were collected using semi- structured interviews and lesson observations, and were analyzed using a thematic data analysis method. The study findings revealed that the participating teachers have positive perceptions about the integration of ICT into their lessons, and they acknowledged the positive contribution of ICT use in the teaching and learning of Life Sciences. The findings also indicated that not all the participating teachers were competent in the use of educational ICT. In addition, a number of challenges faced by Life Sciences teachers during the integration of ICT in their lessons were highlighted. The implications of the findings are discussed, and recommendations on how to improve the integration of ICT in Life Sciences lessons to mitigate the challenges faced are provided.
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    Transforming Education through the implementation of ICT pedagogical integration: A case of ICT and Non- ICT schools in South Africa
    (University of the Witwatersrand, Johannesburg, 2024) Seegobin, Tarishma; Dewa, Alton; Ndlovu, Nokulunga Sithabile
    This study investigates the complexities of integrating Information and Communication Technologies (ICTs) into educational practices within Johannesburg, Gauteng province, South Africa. Despite national aspirations outlined in the ICT in Education policy, the White Paper on e- Education (2004), there are challenges that hinder the effective integration of ICTs in classrooms. This results in the exacerbation of the digital divide due to the uneven policy implementation across schools. This qualitative research aims to identify essential components and principles for successful ICT integration in diverse educational settings. It is a case study that sought to understand the socially constructed nature of ICT integration within specific school contexts to understand how the implementation of ICT pedagogical integration unfolds in South African schools. It is thus guided by Collis and van der Wende's model (2002). Four purposefully selected public primary schools, encompassing both those with adequate ICTs (provided by government) and those with inadequate resources (basic ICTs procured by the schools) participated in this study. The schools are situated in both township and suburban areas. Semi-structured interviews were conducted with 16 participants (four from each school), including principals and educators teaching across all phases, viz Foundation, Intermediate and Senior. The findings reveal several critical factors influencing ICT integration. Policy ambiguity emerges as a major obstacle. Inadequate awareness and inconsistent interpretations of the policy seem to hinder implementation efforts. Furthermore, educator preparedness is compromised by insufficient ICT knowledge, skills, and training, limiting their ability to effectively integrate technology into their teaching practices. Resource paucity, encompassing infrastructure limitations, inadequate technical support, and financial constraints, further impede ICT adoption Leadership style significantly influences the level of ICT integration within an organization. Younger leaders often demonstrate a greater willingness to adopt and implement ICT compared to their more experienced counterparts. Finally, the absence of robust monitoring and evaluation mechanisms undermines sustained support for ICT initiatives. To address these challenges and unlock ICT's potential for educational transformation, the study recommends a multifaceted approach . Revisions to policies for clarity and consistency are crucial. Strategic resource allocation, targeted at professional development programs, enhanced communication channels, and fostering leadership support are essential. Stakeholder collaboration is vital to ensure a holistic approach. Furthermore, the study proposes the development of a versatile vi ICT framework (RISE) specifically tailored to the South African context, aiming to foster inclusive learning environments and bridge the digital divide within educational institutions.
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    Investigating practising teachers’ willingness to teach genetics with the use of ICT
    (University of the Witwatersrand, Johannesburg, 2024) Khanye, Mapaseka; Kavai, Portia
    This study aimed to investigate practising teachers’ willingness to teach the topic of genetics with the use of ICT. I wanted to find out if teachers consider themselves sufficiently prepared to use ICT in the classroom. The motivation for investigating practising teachers’ willingness to teach the topic of genetics with the use of ICT was to determine whether teachers appreciate the value of ICT and its relevance in the classroom. If teachers do not see the value and relevance of ICT in education, hopefully, this study will help the Department of Education in facilitating a better alignment between research and practice and provide training that will adequately train and prepare teachers for the use of ICT. The Department of Education supports the use of ICT in classrooms and this is also part of the current international drive for education. Data was collected through interviews and classroom observations. There were four participant teachers within the age range of 25- 50 years category; two participants were female and the other two were males. Participants had to teach grade 12 Life Sciences as a subject for them to be part of this study. Findings show that teachers in my study, both males and females, were willing to teach the topic of genetics with the use of ICT. However, only one teacher considered himself sufficiently prepared to teach with ICT. The study showed that although the other three teachers valued and appreciated ICT in the classroom, they still needed further training on how to incorporate ICT in their lessons. Findings also showed that teachers faced several challenges when using ICT. Issues such as load shedding and the internet either being slow or expensive are some of the cited challenges. The study recommends that during in-service workshops, teachers need to be provided with proper and adequate information about the function, usage and benefits of ICT. In addition, there is a need for the Department of Education to start investing and providing schools with backup generators so that lessons are not disturbed due to load shedding. Finally, free data or the internet needs to be made available and accessible so that teachers and learners may be able to view pre-recorded video lessons and access learning materials such as past question papers from various reputable websites.
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    Investigating the impact of ICT Professional Development of Six South African Primary School Teacher’s Innovation in Curriculum Delivery
    (University of the Witwatersrand, Johannesburg, 2024) Maeane, Matjema Caroline; Ndlovu, Nokulunga
    Despite ministerial efforts to advance education standards through the development of ICT policies aimed at encouraging and guiding ICT integration in teaching, teachers in various South African schools still lack the necessary digital skills and proficiencies to deliver the curriculum innovatively using ICTs. This lack of skill is often attributed to the ineffectiveness of previous ICT-Teacher Professional Development (TPD) training programmes, which failed to produce the desired outcomes of ICT innovation among teachers. In response to this challenge, this study investigated the effectiveness of a newly developed ICT-TPD programme, which was informed by a combination of key theories: Rogers’ Diffusion of Innovation Theory, Constructivism Learning Theory, Self Determination Theory (SDT), and Community of Practice (CoP) Theory. These theories guided the facilitation process of the Professional Development (PD) training programme. The study focused on assessing the ICT innovation levels of six teachers from a primary school in urban Johannesburg, South Africa, by surveying their innovation levels before and after the ICT-TPD intervention. To support the content delivery and the development of teachers’ ICT competencies, the TPD programme further employed the Gradual Release of Responsibility Model (GRRM) and the Concerns-Based Adoption Model (CBAM). For a more comprehensive understanding of the dataset and its implications, mixed-methods were employed to triangulate the quantitative and qualitative data collection and analysis procedures derived from this study. Questionnaires, interviews, and a criterion assessment rubric were used to gather data from participants. This was followed by a mixed-methods sequential explanatory design used to collect and analyse data that was both qualitative and quantitative. A non-probability purposeful sampling technique was further employed to identify participants who could offer rich, pertinent, and varied information on their experiences and opinions regarding the ICT training curriculum. Additionally, a theme analysis was used to identify, assess, and report on patterns in the qualitative data (Braun & Clarke, 2006). Finally, the quantitative data was analysed using exploratory statistical approaches to find underlying patterns and relationships within the dataset. The results from the study concluded that the ICT-TPD had a desired impact, to promote innovative pedagogical practices through the integration of ICTs, as well as resulted in the improvement of teachers’ overall innovation levels. The sampled primary school teachers displayed resilience and dedication in engaging with the ICT-TPD programme for the benefit of their professional development, despite facing challenges such as resource and time constraints. According to the study, including its results and related theory, however, it is recommended that while there is evidence of achieving positive results from the ICT-TPD intervention, the long-term effective ICT integration for innovative pedagogical practice necessitates a more continuous professional growth approach through similar interventions, collaborative learning, and alignment with educational goals. Lastly, the study further emphasises the importance of recognising primary school teachers’ intrinsic and extrinsic motivations and addressing the related challenges through targeted support to enhance the effectiveness and sustainability of the ICT-TPD programmes, which ultimately benefits the primary school students’ learning experiences and eventual innovative outcomes.
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    Loadshedding challenges and adoption of ICT solutions by SMEs in South Africa
    (University of the Witwatersrand, Johannesburg, 2024) Masilela, Senzi Michael; Msimango-Galawe, Jabulile
    Small and medium-sized enterprises are regarded as important contributors to improving the employment rate in South Africa. Unfortunately, loadshedding is severely affecting enterprises across different industry verticals. ICT is one of the enablers of collaboration, improved business processes, production and so forth. Companies rely on electricity as it underpins and enables the continuous running of business operations. Primary data was collected through one-on-one semi-structured interviews that were conducted with participants in the ICT space in the Gauteng province of South Africa. Majority of the participants who took part in the study work for organisations in and around Johannesburg and Pretoria. The collected data was analysed through thematic analysis where similarities were drawn, and suggestions put forward. It was discovered that some organisations run their IT services from physical hardware hosted on-premises while some are evolving and have since adopted newer ways of running IT services. Organisations running IT from on premises had to put down standby power generators and UPS systems to make sure that they are not negatively affected by loadshedding. Most smaller companies unfortunately were not able to afford backup power solutions because of them being so exorbitant from a cost perspective. Due to loadshedding challenges, some moved their infrastructure to third-party data centres and ran them remotely from there. Some have fully migrated to cloud computing
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    The transformation of primary and secondary education by the Fourth Industrial Revolution (4IR) technologies
    (University of the Witwatersrand, Johannesburg, 2023) Gama, Lindiwe Setsabile
    Digital technologies have taken over the education sector in the Fourth Industrial Revolution. Education 4.0 necessitates the upskilling of educational professionals and learners. It also requires the Department of Basic Education (DBE) to uniformly equip all schools with digital infrastructure to prepare learners for the technology-driven work environment. The DBE must make an effort to bridge the digital divide of learners in rural, urban and remote areas as part of the National Development Plan 2030. This is necessitated by the evolving job market. Literacy and numeracy levels have been declining in South Africa despite 4IR technologies that Generation Z learn to use quickly. The interventions by the DBE and the learning styles of Generation Z require educational professionals to adjust and adapt teaching methods. Unlimited access to digital information and applications promote a customised teaching and learning environment. This study aims to investigate how digital technologies are being used by educational professionals (educators) that teach official South African languages (except for sign language) and Mathematics were sampled to solicit their views on how digital technologies can be used to increase numeracy and literacy rates. Twenty- six educators (26) conveniently sampled participated in the study. According to the 2015 Trends in International Mathematics and Science Study (TIMSS) and the 2016 Progress in International Reading Literacy Study (PIRLS). The results indicate that there is a relationship between literacy, numeracy and the digital skills of education professionals and learners. Adequate funding for the Department of Basic Education is essential for uniform digital transformation in South Africa
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    The Impact of Digital Technology on Education in South Africa
    (University of the Witwatersrand, Johannesburg, 2022) Gupta, Shikha
    This study sought to determine the effect that digital technology would have on South Africa's educational system. The use of technology in educational settings may change how teaching and learning are carried out. Learning is made possible by technology, which can significantly reduce the growing gap in inequality and disparity and enhance the status of the economy. The research method used for this study is qualitative. To understand the motivations and behaviours of the target audience, the qualitative technique involves gathering perceptions and having faith in people's responses. Qualitative research aims to offer a more in-depth understanding of the problems. The following key themes emerged: Digital Technology, Willingness for Acceptance, Willingness for Implementation, Issues that Digital Technology Can Solve, and Advantages that Digital Technology Can Have. The results of technology in education spaces can have a profound impact and the findings are in closing the skills gap of the country, creating a more interconnected world, and giving access to educational resources, to mention a few
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    Evaluating the impact of outsourcing ICT operations at Road Accident Fund
    (University of the Witwatersrand, Johannesburg, 2023) Chonco, Siphephelo Francis; Munkuli, Bongani
    The Road Accident Fund (RAF) receives a high number of claims as a result of major road accidents. This required RAF to change its business model to meet consumer demand (claimants) and to enhance the internal processes. This is done through outsourcing services from highly specialized entities. According to Hati̇Poğlu (2015), outsourcing has evolved as a strategic option for attaining organizational goals through cost management and to sustain and maintain competitive advantage. The organization is forced to outsource various service to acquired insufficient skills and knowledge within the company. However, at the end of outsourced services contract, RAF usually remain without the knowledge and skills required to continue with service maintenance. This study aims to evaluate the impact of outsourcing ICT operations and to evaluate skills sharing between employees during outsourcing. Based on a review of the literature in the benefits of skills transfer during outsourcing, structured interviews were conducted to ICT specialist and junior managers. Participant were selected based on experience of outsourcingand ICT qualification. The analysis of the responses demonstrated that consultants were not willing to share information and, service providers dispatched unskilled consultant. The analysis further indicated that there was lack of management support, inadequate infrastructure to store knowledge and lack of policy enforcement from the management. The results indicate that management does not enforce or develop policies for knowledge sharing during outsourcing. On this basis, it is recommended that the organization must improve good relationship with the service provider and must ensure that there are policies in place which will easily enable knowledge sharing. Further research is needed to develop a model that will monitor a successful knowledge sharing processes. The study is limited to one organisation, and it followed a single case study research strategy. Thus, the findings might have been influenced by the unique characteristics of the organisation, even though the study was based on solid theories. Caution must be taken not to generalise the findings to other organisations with different characteristics
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    An investigation of the relationship between ICT infrastructure and economic growth of emerging market
    (University of the Witwatersrand, Johannesburg, 2023-02) Jiang, Jun Wen; Fasanya, Ismail
    The study examines the link between Information and Communication Technology, institutional quality, and economic growth in emerging markets over the period of 2000 to 2019, using the system Generalized Method of Moments. The connection between economic growth and technology lies on the framework of exogenous growth model. The following findings are discernible from the study. First, a substantial positive relationship exists between internet usage and economic growth, while a negative association between economic growth and fixed telephone users is evident. Second, a positive association between growth and innovation exist in emerging markets, whilst institutions reveal a negative association. These findings have a significant policy implication for policymakers to monitor innovation factors rather than institutional quality to bypass the digital divide. Consequently, policymakers should pay attention to the benefits of Information and Communication technology usage by means of reducing entries cost whilst improving network facilities transfers