Desmond Wesley Govender

The Relationship between Information and Communications Technology (ICT) Integration and Teachers’ Self-efficacy Beliefs about ICT

The integration of Information and Communications Technology (ICT) in teaching and learning is becoming almost obligatory given the imperatives of education in many countries in the world. All teachers have a challenging job, but integrating the tools for ICT in teaching and learning provides additional challenges, especially for secondary teachers not exposed to technology. In this paper we explore a possible relationship between teachers’ self-efficacy beliefs pertaining to their own level of competence and their attitudes towards technology adoption. Questionnaires were used to determine teachers’ perceptions of their competence and factors that relate to their attitudes. Their responses were analysed using a statistical package (SPSS) and social cognitive theory was used as a framework to explain human learning in terms of motivation, behavioural and environmental factors. Some implications for professional development programmes are then suggested. This paper determined the perceptions of educators w...

Attitudes of students towards the use of a Learning Management System (LMS) in a face-to-face learning mode of instruction

Abstract The development and use of Information and Communication Technologies (ICTs) in education has led to most universities incorporating elements of online learning into their traditional classrooms via the use of a Learning Management System (LMS) (Burrell-Ihlow 2009, Angeli 2005, Salisbury and Ellis 2003). However, it is not known how well students who are used to traditional face-to-face learning environments and who do not necessarily prefer online environments adapt when placed in such environments. This study investigated the attitudes of students towards the use of a LMS in a traditional face-to-face classroom. The combination of the LMS and the face-to-face mode of instruction were considered as a “mixed learning mode of instruction”. The study aimed at assessing the attitudes of students towards a mixed learning mode of instruction. The results showed a positive trend towards the acceptance of a mixed learning mode of instruction for learning. Many students involved in this mode said that it was the mixed mode of delivery that enabled them to benefit from this course, have more contact with the lecturer and were motivated to work. Most students felt that the efficiency and quality of education had improved. These results suggest that more courses should be offered using a mixed mode delivery.

Commercialization of higher education institutions’ research within the National System of Innovation

The commercialization of higher education institutions’ (HEIs’) research within the South African National System of Innovation (NSI) has received prominence in the post-apartheid era. Intra-African NSI dialogue to draw out context-specific and generic country experiences that could inform policy developments, and initiate and accelerate strengthening of research commercialization is important. However, there is a lack of data for a comprehensive and informed overview of the role of HEIs in commercialization of research and the main challenges they face. This paper intends to propose a more comprehensive platform for promoting, building, and managing commercialization of research. This mixed-method research confirmed that South African HEIs combine education, research and community engagement, but their base needs to be strengthened for research commercialization to occur. Findings identified that HEIs’ commercialization of research is constrained by lack of commercialization skills and low numbers of qualified staff, brain drain, aging of faculty, absence of intellectual property (IP) policy measures, and focus on lecturing rather than research-focused mandates. Proposed strategies to improve research commercialization should include development and implementation of fair IP policies and guidelines, bolstering of human and organizational capabilities at HEIs and research institutes, and strengthening periodic reviewing by the National Intellectual Property Management Office.

Bandwidth management in the era of bring your own device

This research was undertaken to investigate the issue of how universities are managing utilisation of bandwidth in the face of increased Internet traffic in the era of ‘bring your own device’ (BYOD) and increased digital content. In particular, the research sought to find out about what universities in Zimbabwe were doing to ensure efficient utilisation of the limited bandwidth that is experience by most developing countries. A survey was carried out in a sample of five universities to catalogue their experiences. Results showed that most universities in the sample did not have an official Internet Access Policy to assist with bandwidth management. Technical solutions to successful provision of managed network bandwidth within a university involve the application of many network hardware tools, encompassing a number of different techniques, which are often expensive and out of reach of universities. Fortunately a cost‐effective solution exists for all universities, which can be deployed regardless of the campus’ existing network configuration or installed devices. The authors recommend that using quality of service and bandwidth management policies will enable network administrators to control network traffic flow so that appropriate users and applications get priority during the allocation of network resources. Also, universities must contain in their information technology policies a meaningful Internet Access Policy, which will help universities to develop and refine bandwidth access and usage and allow easy access to network resources.

Change of Science Teachers' Use of Information and Communication Technology (ICT) Media Resources and its Pedagogical Use in Science Classrooms in a Developing Country

Using quantitative and qualitative research, the present study explores and compares the variety of information and communication technology (ICT) resources in use by high school Science teachers, and how their pedagogical and technological use of ICT in Science classrooms have changed over the years. The initial quantitative study confirmed that only a few Science teachers used ICT multimedia, but more now use PowerPoint and internet searches for procuring data as well as more regularly for teaching. The initial qualitative study suggested that Science teachers are keen to use ICT, but some lack specialized ICT technological skills and pedagogical content knowledge skills, and this was not found to have changed in the final qualitative study. The study also suggested that teachers are keen to encourage learners to engage in constructivist learning, but are constrained by the ICT infrastructure prevalent in their schools. Where software media, internet and computers are accessible, they are not pedagogically and technologically easily integrated in classroom teaching due to limited time and accessibility of computer rooms. The present study has implications for the successful integration of ICT in Science classrooms for both Science teachers and ICT management at schools.

Exploring Teachers' Propensity for Technology Adoption in Business Education

Abstract In many developing nations of the world, competence in information and communication technology (ICT) is seen as a key enabling factor for both personal and national advancement and progress. A major challenge facing such countries is the need to overcome overt and hidden obstacles to technology adoption. School teachers are regarded as the essential drivers of ICT. This article reports on a quantitative study that investigated Business Education teachers’ propensities for technology adoption among a random sample of 204 Business Educa tion teachers in the Ethekwini region of KwaZulu-Natal, South Africa. Questionnaires were issued to these teachers to ascertain their responses to statements that linked closely to the constructs used in the study, which were extracted from technology adoption theories/models. The findings indicated that the teachers were quite positive towards the perceived usefulness and relative advantages of computers, were motivated and felt that they cou ld use computers with ease. However, they were not confident that the necessary conditions existed to facilitate their use of computers in teaching and learning. Unless the Department of Education takes cognizance of teachers’ propensity for technology adoption and the factors that seem to be hindering ICT integration, the vision and goals of the White Paper on E-Education may not become a reality in schools in KwaZulu-Natal.

Challenges with respect to the e-readiness of secondary school teachers in Kwazulu-Natal, South Africa

In this study the authors investigate the challenges facing the provincial department of education with respect to the e-Readiness of secondary school teachers in the Province of KwaZulu-Natal, South Africa. The study is based on a sample of the secondary schools in the Ethekwini Municipality. The results indicate that any ICT interventions by the provincial Department of Education are bound to fail unless other non-technological interventions are put into place first. We show that where the ICT interventions are needed the most, the teachers are least prepared to receive it. Thus we conclude that instead of making short-term political decisions, the Department must first embark on a medium to long term plan to first make the environment amenable for an ICT intervention. These would include large-scale school upgrading, teacher training and retention plans to keep experienced and qualified teachers within the schooling system.

Examining the impact of privacy, Security, and trust on the TAM and TTF models for e-commerce consumers: A pilot study

This paper examines the impact of privacy, security, and trust (PST) on the Technology Acceptance Model (TAM) and Task-Technology Fit (TTF) model for consumers of e-commerce. The findings of this pilot study were drawn by designing a structural equation model (SEM) on the impact of privacy, security, and trust (PST) on TAM and TTF models for consumers of e-commerce. The population for this pilot study was university academics and the data was analyzed using SPSS and WarpPLS software. Findings indicate that privacy has a significant influence on perceived usefulness, while Security and trust, have a significant influence on the perceived usefulness and perceived ease of use. Moreover, perceived usefulness has a significant influence on the behavioral intention to use, which in turn has a significant influence on the actual use. Similarly, the TTF model has a significant influence on perceived usefulness and perceived ease of use, but it does not have an influence on the behavioral intention to use.

Views of the Use of Self-directed Metacognitive Questioning during Pair Programming in Economically Deprived Rural Schools

The research reported in this article formed part of an internationally funded project about the empowerment of Information Technology (IT) teachers in economically deprived rural schools in the North-West and KwaZulu-Natal provinces in South Africa. The current paper focused on the use of self-directed metacognitive (SDM) questioning in a pair programming context. The study sample consisted of five IT teachers and 99 Grade 10 IT learners at five schools. The teachers were trained to implement pair programming and to guide learners in the application of metacognitive regulation while doing pair programming. The learners used SDM questions during their subsequent pair programming tasks. Data-gathering was done through interviews with the teachers regarding their views on the use of the SDM questions, and the learners’ journals with their views on how they experienced the SDM questions to direct their thinking during execution of pair programming tasks. The results indicated that the teachers viewed the implementation of the SDM question difficult and time-consuming, and that they experienced the learners to be either reluctant or unwilling to engage in SDM questioning. However, the results of the learners’ journals indicated that the learners experienced the SDM questions to be helpful in directing their thinking during pair programming tasks.