Browsing by Subject "ICT in Education"

Now showing 1 - 4 of 4
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    Open Access
    Economically and academically disadvantaged young people striving to be computer literate in Mozambique : unfolding learner agency in constraining conditions
    (2011) Zeininger, Christian; Ng'ambi, Dick; Brown, Cheryl
    Although Information and Communication Technology (ICT) has an empowerment and social inclusion effect in developed countries, it continues to create a digital divide in developing countries. This thesis is premised on the argument that, despite the disjuncture between ICT, social-cultural and developmental needs in a developing country, computer literacy training should continue to be offered and young people from economically and academically disadvantage backgrounds endeavour to acquire computer literacy skills. The objective of this study is to answer the question "Why do economically and academically disadvantaged young learners choose to engage with ICT and what role do they see for computer literacy?" Thus, the purpose of the study is to unfold learner agency in constraining conditions.
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    Open Access
    High access to and low use of Information Communication Technology : a case study of students in higher education institutions in South Africa
    (2012) Monyemangene, Regina; Hodgkinson-Williams, Cheryl
    This study is a response to the need to understand the meaning behind some of the unanticipated behaviour displayed by students in higher education institutions who have high access to information communication technologies (ICTs), but yet display limited use. The main objective of the study is to explore and highlight reasons why students privileged with high access to ICTs make such limited use of them.
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    Open Access
    The role of ICTs' in field supervision of undergraduate students at Makerere University: an activity theory system perspective
    (2013) Okumu, Tito Oyana; Ng'ambi, Dick
    This research investigates how Information and Communication Technologies (ICT) tools mediate in field supervision of undergraduate students. The research used Activity Theory systems to show that good supervisory practices lead to expansive learning. The study conducted over a two year period of eight weeks each, focussed on nine supervisors, students and administrators in the international programme (summer for the Western Countries) is organised by the College of Veterinary Medicine and Bio-Security of Makerere University. The students undertake field attachment and are supervised using various ICT tools. The research used qualitative methods and was grounded in Activity Theory. Data was collected through interviews, their participation and discussion in the Learning Management Systems (LMS) and the social media network (Facebook & Diigo) and through various feedback reports either from the supervisors or from the students to collect as much information as possible so as to understand the role ICT plays in this process. The research found that while ICT tools mediate in field supervision of undergraduate students through aggregation of multiple experiences and by providing a virtual proximity in the supervisory process. It also found that there are barriers in its usage which need to be addressed when doing so. These included; internet access and availability as key, power outages, and technical knowhow were also mentioned. The research further found that lack of adequate ICT tools to be used in the field, skills and at times failure to credit the source of content hindered its effectiveness. This inevitably creates lack of consistence in the way they are used. The research, therefore, concludes that there is need for a holistic approach to address the problem of barriers and usage so as to have a comprehensive implementation plan for the use of ICT in the supervisory process. This will assist supervisors in integrating them in their practice.
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    Open Access
    Social construction of pedagogical ICT discourse: the case of a university of technology in South Africa
    (2014) Fagan, Dominique; Brown, Cheryl
    The aim of this study was to investigate the ways in which Information Communication Technology (ICT) was structured in a teacher education institution to prepare pre-service students for effective ICT integration in their future classrooms. The study investigated how a particular subject, viz. Information Communication Technology Design in Education (ICTDiE), was integrated into the teacher education programme.