Search

Information and communication technologies (ICTs) are central to the changes taking place throughout the world. Digital media has revolutionised the information society and advances in ICTs have dramatically changed the learning and teaching process. This has opened up new learning opportunities and provided access to educational resources well beyond those traditionally available. In 2004, the South African government adopted the "White Paper on e-Education: Transforming Learning and Teaching through Information and Communication Technologies (ICTs)". The purpose of this policy was to implement and address ICT in education in South Africa. On the other hand, there are many serious challenges to be overcome, including a marked urban-rural digital divide in the country, and some sobering realities regarding education in South Africa. This presentation analyses the South African implementation approaches as outlined by the White Paper and the realities and challenges facing e-learning practitioners that have not been addressed by the same White Paper. [ABSTRACT FROM AUTHOR]

The study reported on in this paper reviewed the readiness of a specific high school in the township of Soweto to the south of Johannesburg, South Africa, to deliver the curriculum by using Information and Communication Technologies (ICTs), as well as to find the barriers and limitations thereto. For the empirical research, a quantitative mode of inquiry was adopted. A sample of learners and teachers was selected to answer the research questions, using two different questionnaires. The principal responded to a questionnaire on the ICT infrastructure available to establish what the school had in this regard, as well as the skills available to implement pedagogy using ICTs. Data analysis was carried out using a common spreadsheet application and multiple criteria, and the findings are discussed to provide value to, and should be of use to, the stakeholders involved for development purposes. The work discussed in this study covered curriculum topics, as well as lesson planning and reporting. In other words, it covered the process of teaching and learning up to reporting for teachers. A summary of the findings of the research conducted at the high school showed that the school does not have a stable internet connection and more technical support is needed from the government to strengthen the ICT infrastructure to enable the school to fully implement the curriculum using ICTs, compared to using traditional or hybrid methods. These strengthening recommendations include a stable internet connection, ICT staff, to support both e-teachers and e-learners with ICT problems, as well as software to deliver the curriculum. The findings also showed that learners are more comfortable with mobile devices and a little uncomfortable using computers for learning, which means that some aspects of e-learning requirements are not met, and it is very difficult to achieve some of the curriculum goals using mobile devices. [ABSTRACT FROM AUTHOR]

The active involvement of rural women in ICT4D initiatives is essential to ensure that they benefit from the initiative in general, and the technology artefact in particular. Usually ICT4D projects are male centered and the relevance of ICTs to the women within their contextual realities are not always considered. The purpose of this paper is indicate how an ICT artefact was co-created with rural women in South Africa in a resource constrained context. Participatory approaches like co-creation are important when implementing ICT4D initiatives aimed at rural women. Through the application of Design Science Research as the methodology an ICT artefact was co-created in a specific context in South Africa with rural women only. It is a longitudinal study that is still evolving. The lessons learnt and process that was followed will be shared. The main finding was that the active participation and feedback of the users of a system are essential when aiming to address their immediate and long term needs. If this is not the case the ICT artefact will not be used and it will yet again become part of the statistics of why Information Communication Technology for Development (ICT4D) projects fail. [ABSTRACT FROM AUTHOR]

The proliferation of Information and Communication Technologies (ICTs) in healthcare service delivery has brought with it great advancements in this sector. This has created the concept of eHealth which is a relatively new concept in health care service delivery in most developing countries. According to previous research studies, ICT solutions are rapidly changing the way health organizations and stakeholders communicate with each other (Ouma and Herselman, 2008). Many people are using such communication technologies to communicate with others to gather information, with healthcare being one of the most important areas of such applications. It is therefore understandable that the value and importance of ICTs in health has increasingly been recognized world wide. The literature in innovation adoption notes that there are still inadequacies in identifying the factors that are crucial in promoting eHealth adoption in developing countries (Drury, 2005). Although, in Africa, the advent of eHealth has brought exciting opportunities to reduce or control the growing healthcare inequities, a lot still needs to be done in the adoption of these technologies (UNESCAP, 2007). In a developing country like South Africa, the disparity in the access to ICTs in healthcare service delivery is wide due to the dichotomous demography of first and second economies existing in this country. This has had a negative impact on the adoption eHealth technologies thus, suggesting that even though there has been an appreciation in ICTs in healthcare, very little has been done to ensure the adoption of such technologies. This paper, however attempts to ascertain such factors that determine adoption of ICTs in healthcare service delivery from both the management and patients' perspectives. Drawing from the theories of innovation adoption in healthcare service delivery, the paper argues for the need to examine eHealth service adoption factors in developing countries and provides recommendations on how to tackle the challenges to adoption. The paper will conclude by recommending further research on issues in a number of key areas that need to be resolved to improve upon the efficient use and adoption of ICTs in healthcare service delivery amongst developing countries. South Africa is used as a case in this paper. [ABSTRACT FROM AUTHOR]

The topic of the study that this paper reports on is an investigation into research questions around e-Learning in schools in a specific district of South Africa (SA). The study is located within a relevant conceptual framework that clarifies issues around Information and Communication Technology (ICT), what it means to be ICT capable, e-Learning and e-schools. The study will draw on the latest, most relevant research results available, in a literature review covering applicable aspects related to especially SA contexts; pertinent perspectives from further afield will, however, also be considered. The literature study will firstly investigate e-schools in terms of implementation progress made with regard to achieving the policy goal of the White Paper on e-Learning in SA. The policy goal, together with strategic objectives to structure the implementation thereof will be presented, before challenges with regard to the implementation of the policy goal will be explored. Main arguments in terms of teacher support through human resource development in using e-Learning at these schools will also be considered. This is followed by a section that describes how the empirical research was undertaken: the general research methodology that was used is described, including consideration of issues related to reliability and validity for quantitative designs, and attention to the importance of dependability and interpretation issues for the qualitative part of the research design. A discussion of the results starts with some demographic details in terms of the characteristics for the sample of 43 participants from the applicable district. The author then specifically provides details on the extent to which sample schools are characterised as institutions that exhibit: e-Learner characteristics with regard to utilising ICTs to enhance social and collaborative e-Learning; the adoption of e-Learning by qualified and competent teachers who use ICTs to enhance their teaching; and qualified and competent managers using ICTs for the planning, management and administration of integrated e-Learning in their educational environments. The value of the results provided in this research study is illustrated in terms of filling gaps identified in literature to make a contribution to academic debate relevant to the themes of this conference. These results could therefore be of use to e-Learning teachers and managers at e-schools across SA, the rest of the continent and even further afield. Finally, a concise summary of the results concludes the paper. [ABSTRACT FROM AUTHOR]

Education systems, including South Africa's, were forced to embrace remote schooling and online learning due to the COVID-19 pandemic. In the context of this dramatic change, the principal's role as an instructional leader has also changed. The hard lockdowns in South Africa forced schools to be creative in ensuring education continuity through digital technologies in online teaching. This became impossible in many schools due to a lack of resources and skills and the digital divide. South Africa is in the process of implementing the ICT curriculum in schools. Instructional leadership becomes crucial in such initiatives as it determines how the ICT curriculum is implemented and its subsequent impact on teaching and learning. However, many challenges hinder the effective implementation of the ICT curriculum, incorporating the lack of understanding of the pivotal role principals can play in ensuring its effectiveness. This study analysed publications on ICT curriculum implementation and instructional leadership to provide an overview of principals' roles as instructional leaders. Instructional leadership referred to in this study builds on experiences and learning acquired during COVID-19. Implementation of ICT is becoming more important to schools, and the success of such implementation is often due to effective instructional leadership. [ABSTRACT FROM AUTHOR]

This paper reports on the implementation of an eLearning strategy at a comprehensive university as a result of the Nuffic-funded project on curriculum innovation and responsiveness. The main argument of this paper is that the use of education technology in higher education, and despite its limitations as derived from the case study, constitutes one of the strategies for re-positioning academic development in an emerging university of a developing economy. The education technology development team initiated the Walter Sisulu University (WSU)-Nuffic project as part of institutional mandate to integrate information, communication and technologies in learning and teaching within a change management perspective. Three years after the 1st steps of strategy implementation, this paper demonstrates the possibilities of shaping learning and teaching systems from the advantages of information, communication and technologies (ICTs). The latter was demonstrated by use of WiSeUp (WSUp) as a learning management system. Research data was collected from documented sources and indirect observations. Research findings indicate that, despite the limited culture of ICTs according to the study context, the strategy made a relatively good impact. Specific indicators include the four main elements of the strategy whose analysis surfaced the impact made at group and institutional level, with staff and students as main role players. Some pertinent project sustainability issues, which demand for adoption of a more empowering and action oriented approach in eLearning strategy implementation are raised in the discussion of the findings. The value of the study is in terms of improving teaching and learning systems by means of technological education, and also to demonstrate how ICTs can shape policy issues for academic development, particularly for an institution that aspires to be ahead of change. [ABSTRACT FROM AUTHOR]

This paper examines findings from two surveys of 10110 university students conducted in South Africa in 2004 and 2007, and explores a theoretical lens for taking the work further. We report on the differences between male and females students' access to and use of ICTs for learning. In particular we note that whilst equal opportunities do largely exist for both genders, there are subtle differences in terms of female students' practical access and sense of personal agency. Findings about use are complicated with male students using ICTs more frequently particularly in the sciences disciplines and for activities such as information seeking and communication (in contrast to research elsewhere). In order to try and better understand our findings and to better focus the qualitative phase of the research currently being undertaken as a result of the findings reported on in this paper, we explore four different theoretical perspectives: Bourdieu's notion of habitus; Feminist Standpoint Theory; Critical Information Systems Theory; and Expectations States Theory. We then suggest using Bourdieu's notion of habitus as our theoretical focus as we believe it offers us the most flexibility whilst enabling a gender focus to be maintained. [ABSTRACT FROM AUTHOR]

The adoption of Information and Communication Technology (ICT) innovation offer the potential for organizations to enable effectiveness, increase efficiency, and achieve competitive advantage. One such ICT innovation is cloud computing and through its adoption, many benefits may be realized. However, although cloud computing awareness has increased in South Africa, cloud adoption in emerging economies is not prevalent. Therefore, the purpose of this paper is to provide insight into the real world experiences and perceptions of the Information Technology (IT) professionals involved in the cloud adoption successes and failures in South African organizations. By analyzing the experiences of IT professionals, combined with the literature of cloud adoption, we present a set of critical success factors for cloud computing adoption in South Africa. The purpose of such critical success factors is to better equip organizations to address cloud computing adoption holistically and comprehensively. [ABSTRACT FROM AUTHOR]

The Information and Communication sector has undoubtedly played a pivotal role in changing the way people live nowadays. Almost every area of our lives is affected by the presence and the use of the new information and communication technologies. In this regard, many researchers' attention has been attracted by the influence or the significant impact of these technologies on economic growth and development. Although the history of South Africa has had some drawbacks that could constitute a big obstacle to the emergence of a successful economic environment, the actual status of the country regarding its economy and the role that it plays in Africa towards the rest of the African countries is a vital example of an emerging economic force in Africa. This paper examines the crucial role that ICT has played and is still playing in the South African economy growth and more specifically the significance of the economic effects of the software industry. It makes use of the framework used by Heavin et al. (2003) to investigate the Irish software industry in order to analyze the impact of endogenous factors-national, enterprise and individual - on the software industry and its implication on the economic growth in South Africa. [ABSTRACT FROM AUTHOR]

Universities, in general, form a critical component of a country's national system of innovation and intellectual backbone. However, the capacity of many African universities to lead the process of integrating Information and Communication Technologies (ICTs) in education is woefully inadequate. This paper presents a South African university of technology's (UoT) experience regarding the integration of the Learning Management System (LMS) Blackboard into the teaching and learning environment. In-depth interviews were carried out with lecturers who use Blackboard in their teaching, as well as those who don't, and in an effort to elicit students' perceptions concerning the usage of Blackboard, focus group interviews were conducted with students who take one or more courses online. Interviews were also carried out with the staff of the Centre for eLearning, providers of the eLearning services for the University. Significant findings of the study were that an evolutionary and top management driven processes of integrating technology into teaching and learning are utilized in this university; the general uptake of the technology was not very high, with considerable resistance amongst the university teachers to integrate Blackboard into their teaching and learning partly because of the unstable information technology infrastructure in the university, lack of ongoing support after the initiation training, lack of motivation and incentives, and lack of awareness of the potential of Blackboard for teaching and learning amongst other factors. This paper discusses: the approaches of implementation of Blackboard, successes, challenges and lessons learnt, while also providing insights into the way in which higher education institutions in Africa and especially in South Africa can best support academic staff in mainstreaming technology into teaching and learning. [ABSTRACT FROM AUTHOR]

Micro-enterprises have been generally recognized as a bedrock of innovation and industrial development in many countries given their cumulative contribution to countries' Gross Domestic product (GDP). However, despite their significance and importance to economic development, micro-enterprises across the world, including South Africa, are still facing numerous challenges, difficulties, and obstacles. South Africa is one of the countries with the lowest small business survival rates in the world and thus there is a pressing need to find new and innovative approaches which assist this sector to become more productive and effective. Although large and medium enterprises are generally able to harness ICTs, the literature provides evidence of the difficulty of the small and micro-enterprise sector in effectively adopting ICT in their business. In the internet era businesses of all sizes have a multitude of opportunities to embed ICTs within their operations. However even though governments are investing heavily in infrastructure to avail broadband internet to their citizenry, micro-enterprises especially have not been able to effectively harness the benefits of the internet. The purpose of this paper, therefore, is to make a contribution to growing frame of research on ICT adoption amongst survivalist enterprises by investigating the factors influencing the adoption of cloud computing in this sector of business. This study uses the Unified Theory of Acceptance and Use of Technology (UTAUT) model as a theoretical lens, to investigate the main research question in this qualitative exploratory study. Primary data was collected using semistructured interviews amongst four selected cases of micro-enterprises. The findings provide insight into the behavioural intention of the participants towards the adoption of cloud computing. The results indicate that the most critical factors influencing the adoption of cloud computing are cloud education (Awareness, Technical knowledge, Enlightenment) and cloud security which include (Privacy, Security, and Confidentiality). Moreover, it was found that among the four dimensions of the UTAUT framework, performance expectancy is most important, followed by effort expectancy and facilitating conditions. A fourth dimension, social influence, was found not to be relevant within this problem domain. [ABSTRACT FROM AUTHOR]

It is well documented in the literature that computer programming modules in higher education institutions are characterised by low success rates. Several reasons could be attributed to this situation, from the difficulty of the subject itself to the lack of problem solving abilities of the students. This paper reports on a study conducted at a South African university to determine the extent to which students' Grade 12 mathematics results can predict the success of first-year students enrolled for a programming module in an ICT course. [ABSTRACT FROM AUTHOR]

This paper critically assesses the relevance of and extent to which Strategic Management offered by the Graduate School of Business Leadership (GSBL), University of South Africa (UNISA) contributes to preparing post-graduate students for business life in a rapidly advancing information and communications technology (ICT) environment. The findings largely confirm the relevance of the Masters in Business Leadership (MBL) degree and the positive contribution of Strategic Management in preparing students for business life. [ABSTRACT FROM AUTHOR]

Despite access to Information Communication Technology (ICT) infrastructures, teachers are not aware of the potential uses that technology offers in pedagogy. This conceptual paper is based on the exploration of South African high school teachers' computer application technology (CAT) e-skills and their procedural functional and pedagogical knowledge about the use of ICT infrastructures in an ICT-enhanced classroom environment. The need for this study was influenced by various concerns expressed by educational stakeholders about the level of teachers' competence with regard to the use of ICT infrastructure as a pedagogical tool in an ICT-based classroom. The study will survey 250 high school CAT teachers in Gauteng, South Africa. The data collection instruments that will be used in this study, to assess teachers' e-skills and their procedural functional pedagogical knowledge include a TPACK-PrFPACK self-report survey questionnaire, with 39 items in 13 subcategories, as well as interviews, observations and a researcher's log book. The survey data collected will be analysed, using multivariate exploratory factor analysis with the help of Matlab, to measure the teachers' competence and skills. The recorded interviews will be transcribed; using a log system, then it will be coded and imported into Atlas.ti. The findings of this study will be of particular relevance to both high school teachers and the educational policymakers in South Africa. [ABSTRACT FROM AUTHOR]

Small, Micro and Medium Scale Enterprises (SMMEs) are slow to adopt Information and Communication Technologies (ICT) to assist in day to day business operations. In South Africa, this is a major concern for business operating in rural areas because of great influence SMMEs have in the growth of economy and greater contribution to overall gross domestic product (GDP). This research focused on unlocking the potential of Information and Communication Technologies on (SMMEs) towards improving their operations and survival in today's dynamic modern business environment. In addition, the impact on growth and success of SMMEs through implementation of ICT was another area of concern. 138 SMMES were surveyed in the rural municipal area of Thulamela in Vhembe District, Limpopo. Data was collected from the SMMEs in Sibasa, Thohoyandou, Shayandima and Tshififi towns. Results show that SMMEs' major setbacks include lack of infrastructure, inadequate resources and limited access to finance for funding the implementation and maintenance of information systems in their operations. Inadequate technological infrastructure, transport and the basic electricity which SMMEs deemed to be important for the implementation of sound ICT utilization were identified as challenges. Despite the challenges, most SMMEs indicated that they do make use of ICT tools in their day to day operations and have a greater role in the long term operations of a business against the changing technological environment. [ABSTRACT FROM AUTHOR]

This case study analyzes the availability and uses of teaching techniques and computing technologies in Grades 10, 11, and 12 Computer Applications Technology classes in a remote town in South Africa. The technologies and techniques trialed showed promise of usefulness in being more engaging to student interest than those presently used. The technologies were a bit tricky in setting up and it was recommended that the researchers, in addition to special work sessions with the teachers, team taught with the teachers for their first time using the technologies. Human factors issues focused on ease of use and intuitiveness of technologies for both teachers and students. With 50-minute classes, if the technology becomes a hurdle rather than a vehicle for teaching a class concept, it defeats its own purpose. Thus, to be successful, technologies need to be selected carefully, installed, tested, and ready for use. [ABSTRACT FROM AUTHOR]

Small, Micro and Medium Scale Enterprises (SMMEs) are slow to adopt Information and Communication Technologies (ICT) to assist in day to day business operations. In South Africa, this is a major concern for business operating in rural areas because of great influence SMMEs have in the growth of economy and greater contribution to overall gross domestic product (GDP). This research focused on unlocking the potential of Information and Communication Technologies on (SMMEs) towards improving their operations and survival in today's dynamic modern business environment. In addition, the impact on growth and success of SMMEs through implementation of ICT was another area of concern. 138 SMMES were surveyed in the rural municipal area of Thulamela in Vhembe District, Limpopo. Data was collected from the SMMEs in Sibasa, Thohoyandou, Shayandima and Tshififi towns. Results show that SMMEs' major setbacks include lack of infrastructure, inadequate resources and limited access to finance for funding the implementation and maintenance of information systems in their operations. Inadequate technological infrastructure, transport and the basic electricity which SMMEs deemed to be important for the implementation of sound ICT utilization were identified as challenges. Despite the challenges, most SMMEs indicated that they do make use of ICT tools in their day to day operations and have a greater role in the long term operations of a business against the changing technological environment. [ABSTRACT FROM AUTHOR]

Small, Micro and Medium Scale Enterprises (SMMEs) are slow to adopt Information and Communication Technologies (ICT) to assist in day to day business operations. In South Africa, this is a major concern for business operating in rural areas because of great influence SMMEs have in the growth of economy and greater contribution to overall gross domestic product (GDP). This research focused on unlocking the potential of Information and Communication Technologies on (SMMEs) towards improving their operations and survival in today's dynamic modern business environment. In addition, the impact on growth and success of SMMEs through implementation of ICT was another area of concern. 138 SMMES were surveyed in the rural municipal area of Thulamela in Vhembe District, Limpopo. Data was collected from the SMMEs in Sibasa, Thohoyandou, Shayandima and Tshififi towns. Results show that SMMEs' major setbacks include lack of infrastructure, inadequate resources and limited access to finance for funding the implementation and maintenance of information systems in their operations. Inadequate technological infrastructure, transport and the basic electricity which SMMEs deemed to be important for the implementation of sound ICT utilization were identified as challenges. Despite the challenges, most SMMEs indicated that they do make use of ICT tools in their day to day operations and have a greater role in the long term operations of a business against the changing technological environment. [ABSTRACT FROM AUTHOR]

Rural areas often suffer from slow and unreliable network infrastructures, which limits access to content and services that may promote economic development. In this context, we aim to explore how low-cost ICT systems for collective intelligence can be used to bring internet connectivity to such under-served areas in developing regions. In our use case, micro-entrepreneurs equipped with low-complexity cinema-in-a-backpack systems can deliver educational and entertainment content in remote villages. Wireless connectivity is granted to micro-entrepreneurs by means of a delay tolerant network (DTN). In such networks, inexpensive wireless enabled infostations mounted on public transportation vehicles deliver content without the support of telecom operators or any other dedicated network infrastructure. The reduction in cost will eventually enable new business opportunities in under-served rural areas. Here, we argue for a delay tolerant system, bringing periodic and intermittent coverage to under-served areas. This network is meant to provide opportunities for sustainable employment and revenue to local entrepreneurs and services for the local communities. We will demonstrate the value of this work by conducting a six month long field deployment in rural South Africa, in partnership with local institutions. We also aim to show that this network provides a valuable service to the community through usage logs and user interviews. We present our infostations and the cinema-in-a-backpack system and introduce the network scenario in an ongoing project that provides communities in rural South Africa with cinema experience. [ABSTRACT FROM AUTHOR]

This research focuses on the value of Strategy Teaching and the impact of current information, communication, technologies (ICT) on the business life of students in South Africa and the USA. The first objective of this research is to assess perceptions of the value of Strategic Management on their business life and what online practices they currently employ. The second objective is to identify the modes of ICT access, awareness about possible ICT, influence of sharing, submitting, amending and using information, taking time away from studies, etc. The third objective is to establish some differences between the two research populations in South Africa and the USA. The majority of students indicated that they experience significant value in their study of Strategy and also significant differences between the two populations about the perceived value of the ICT activities they perform. [ABSTRACT FROM AUTHOR]