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The COVID-19 pandemic resulted in a significant shift towards the use of social media platforms to support teaching with educators being responsible for integrating social media into their pedagogical practices. Yet its use has many challenges. This research aimed to describe the challenges secondary school teachers shared about using social media as a teaching tool. This descriptive multiple case study followed an interpretive, inductive, and qualitative approach. Four secondary schools were selected as cases and teachers who used social media as a teaching tool were interviewed. Multiple challenges are described that impact teachers and students. Many are due to the features of social media, and some are due to school infrastructure and policies. Practically this research can help teachers have a better understanding of these challenges before using social media for their own teaching. Policies, curricula, applications, and pedagogies can also be adapted and changed based on the finding of this research. [ABSTRACT FROM AUTHOR]

The growing adoption of e-government by countries worldwide is a testimony to its role as an effective tool for public service delivery. In South Africa, it has been adopted as one of the cornerstones of the government's strategy for making services accessible to its citizens. Consequently, various national, provincial and local government e-government initiatives have been implemented. The Western Cape provincial initiative is, to date, one of the flagships. The province is home to numerous government sanctioned projects at varying degrees of completion. The purpose of this exploratory research was to identify some of the factors which inhibit the successful implementation of e-government in the Western Cape, South Africa. Using analysis techniques derived from Grounded Theory Methodology, we show that leadership, project fragmentation, perceived value of Information Technology, citizen inclusion and task co-ordination are among the key inhibitors of e-government success in the Western Cape Province. The relationships between the constraints to successful e-government implementation are also elucidated. We also point to further areas of study that can illuminate the key concerns within e-government discourse. [ABSTRACT FROM AUTHOR]

The benefits of ICTs in pedagogy can only be realised if educators are actually integrating the technology into curriculum delivery. However, there are factors that can either motivate or de-motivate educators to incorporating the ICT in their work. We used Herzberg' Motivation - Hygiene theory to help us understand factors that motivate or de-motivate educators to use ICT in schools in the disadvantaged areas. Qualitative research approach was employed to gather and analyse information from educators from randomly sampled schools. The study has shown that lack of support structures, amount of ICT resources, age of the educators and computer literacy levels of learners impact on the educators motivation to use the technology for curriculum delivery. [ABSTRACT FROM AUTHOR]