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Theses and dissertations (Accounting and Informatics)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/4

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Subject: search.filters.subject.Educational innovations--South Africa

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    A study of factors shaping learners' perceptions of ICT-based teaching and learning by applying personality and technology adoption theories on indigenous knowledge students
    (2016) Ngcobo, Khumbuzile Mornica; Eyono Obono, Seraphin Desire
    Existing literature indicates that the use of Information and Communication Technologies (ICTs) and the inclusion of Indigenous Knowledge Systems (IKSs) in the school curriculum have the potential to increase academic performance. However, formal education is still unable to integrate ICTs into the teaching and learning of school subjects, especially, those that are related to IKSs. This research therefore aims to construct a model of the factors shaping learners’ perceptions on the usefulness of ICTs for the teaching and learning of IKSs. This aim is sub-divided into four research objectives: (a) to identify appropriate technology diffusion theories for the investigation of the factors shaping learners’ perceptions on the usefulness of ICTs for the teaching and learning of IKSs, (b) to construct a theoretical model of the factors shaping learners’ perceptions on the usefulness of ICTs for the teaching and learning of IKSs, (c) to perform an empirical confirmation of the above announced theoretical model of the factors shaping the perceptions of learners on the usefulness of ICTs for the teaching and learning of IKSs, and (d) to suggest new ideas for future research on learners’ perceptions on the usefulness of ICTs for the teaching and learning of IKSs. A review of existing literature on eLearning adoption by students and learners was conducted in order to achieve objectives a, b, and d. As for objective c, it was achieved through the survey of 115 Hospitality studies learners from the ILembe and UMgungundlovu municipality districts in the KwaZulu-Natal (KZN) province of South Africa. The study’s findings can be summarized as follows: (a) The Technology Adoption Model (TAM) is the backbone of the model designed by this study on the factors affecting learners’ perceptions of the usefulness of ICTs for the teaching and learning of IKSs; (b) Learners’ perceived usefulness of ICTs is hypothetically affected by the following factors: demographics, computer self-efficacy, trust in ICTs, and level of conscientiousness, (c) All these factors were empirically confirmed through a survey conducted by the current study, except that the only validated demographics were : school location, cell phone access, class grade and preferred subject; (d) This research recommends further investigation on the factors affecting learners’ perceived usefulness of ICTs for the teaching and learning of IKSs, mainly because of the insufficient literature on this subject.
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    Using the technology adoption model for the modelling of teachers' technology awareness factors
    (2016) Ntshakala, Tholokuhle Thobile; Eyono Obono, Seraphin Desire
    Information and Communication Technologies (ICTs) are omnipresent in the world and that includes the worlds of sport, education and physical education (PE). However, there seems to be a scarcity of PE teachers who are well aware of the benefits of the use of ICTs in PE. The aim of this study is therefore to design a model of the factors affecting the perceived awareness of PE teachers of the benefits of the use of ICTs in PE. This aim is sub-divided into four research objectives: (a) to select relevant technology adoption theories for the design of a model of the factors affecting the perceived awareness of PE teachers of the benefits of the use of ICTs in PE; (b) to design a conceptual model of the factors affecting the perceived awareness of PE teachers of the benefits of the use of ICTs in PE; (c) to empirically test the above mentioned conceptual model; and, (d) to make appropriate recommendations from the knowledge of the factors affecting the perceived awareness of PE teachers of the benefits of the use of ICTs in PE. Objectives a, b, and d were accomplished through the review of existing literature on the factors affecting the adoption of e-learning by teachers. As for objective c, it was achieved through the survey of 73 teachers from Camperdown schools in the UMgungundlovu District Municipality of the KwaZulu-Natal province of South Africa. Here is a summary of how these objectives have been met in this study: (a) The Technology Adoption Model (TAM) serves as the theoretical model behind the choice of the research variables of this study; (b) This study hypothesizes that PE teachers’ perceived awareness of the benefits of the use of ICTs is affected by the following variables: demographics, performance expectancy, social influence, and computer attitude; (c) The survey conducted by this study confirms that PE teachers’ perceived awareness of the benefits of the use of ICTs is affected by their performance expectancy, and by three teachers’ demographics (computer usage, gender, and age group); (d) This study calls for more research on the factors affecting teachers’ awareness of the benefits of ICTs, since the study failed to find enough literature on this topic.