Izak van Zyl

Investigating perception changes in teachers attending ICT curricula through self-efficacy

This paper introduces the construct of Self-Efficacy as a method to measure the impact that ICT-enhanced teacher training has on teachers. Firstly, Self-Efficacy and its related sub-constructs, Computer Self-Efficacy and Teacher Self-Efficacy, are presented. Secondly, three research settings where the construct have been tested are introduced: two related to BET K-12 (Brazilian Elearning Teacher training in K-12) project and one related to MELISSA (Measuring ELearning Impact in primary Schools in South African disadvantaged areas). Finally, results of the three experiments are presented and discussed.

Disciplinary Kingdoms: Navigating the Politics of Research Philosophy in the Information Systems

In this position paper, I discuss the intellectual politics of research philosophy in the field of Information Systems (IS). I make particular reference to the higher education landscape of South Africa, and attempt to trace personal and scholarly encounters with what I deem to be ‘paradigmatic thinking’. The aim of the ensuing discussion is to deepen the understanding of the politics of paradigms, as instantiated in IS research teaching and philosophy. This discussion attempts to broaden existing discourse by considering the university of technology as an emerging player in IS research philosophy. In particular, I consider paradigmatic thinking as the emergence of Disciplinary Kingdoms within which academics navigate the sacred grounds of philosophy, and rule over these with epistemological authority. I discuss these dynamics critically, and argue for conceptual‐critical undertakings in the research philosophy of IS that encourage autonomy, agency, and self‐reflection.

Symbolic narratives and the role of meaning: Encountering technology in South African primary education

This article draws on the results of a long-term, design-based research study with South African primary school teachers to discuss the role of subjectively assigned meanings and symbolisms of technology, as key factors affecting the adoption, appropriation and use of educational technology in urban poor and under-resourced environments. The paper examines how teachers’ engagements with technology are framed, conditioned, and embedded in multi-levelled “technology encounters”. These encounters give rise to meaningful representations of technology that ultimately transform both the teaching and learning process, and culminate in the emergence of “symbolic narratives”: complex assemblages of symbolisms, meanings and interpretations that arise through and therefore come to influence further technology engagements. We argue that a closer examination of teachers’ symbolic narratives can shed light on the motivations that underpin the appropriation, integration -- or conversely, rejection -- of educational technology in urban poor and under-resourced environments.

The representation of voluntourism in search engines: The case of South Africa

This paper responds to the paucity of research on the linkages between voluntourism and digital technology and seeks to understand the online representation of the phenomenon in a developing context. In particular, the researchers investigate the so-called ‘online domain’ of voluntourism in South Africa. The researchers collected a series of web results from search engines and analysed the presence of traditional and social media websites, the most relevant presented topics, and the type of argumentation found. Results identify the context and representation of voluntourism as it transpires virtually. This will contribute to the understanding of the interplay between voluntourism and digital technology, with specific emphasis on web presence. Ultimately, results will shed light on how digitally accessible voluntourism is in South Africa and will set the basis for future investigations.

Developing eLearning champions: a design thinking approach

Against the backdrop of a complex Higher Education (HE) landscape, particularly in a developing country context where the relevance of current HE structures is questioned through student protests, and decolonisation of education practices is called for, traditional thinking is losing ground. This study focuses on lecturers identified as eLearning champions, who display shared dispositions that mirror what the literature terms a ‘design thinking mindset’, such as collaboration, empathy for the learner and problem orientation. We argue that promoting this mindset in academic staff development interventions around the use of technology in teaching and learning could support more academics to innovate their practices. Recommendations for how findings of this study may inform the design of such learning interventions conclude the paper.

The Comprehension of Medical Words

This paper presents cross-lingual experiments in automatic detection of medical words that may be difficult to understand by patients. The study relies on Natural Language Processing (NLP) methods, conducted in three steps, across two languages, French and Xhosa: (1) the French data are processed by NLP methods and tools to reproduce the manual categorization of words as understandable or not; (2) the Xhosa data are clustered with a non-supervised algorithm; (3) an analysis of the Xhosa results and their comparison with the results observed on the French data is performed. Some similarities between the two languages are observed.

Mobile Application Design for Health Intermediaries

Health intermediaries in emerging contexts exhibit a diversity of information needs in conducting their professional duties. There is limited understanding, however, as to the complex needs of these groups. Furthermore, there is still a paucity of research on supporting the information needs of intermediaries via technological means. This paper employs a qualitative meta-analysis in unpacking the dynamism of intermediary practice in South Africa. The authors consider mobile application design in accessing and using health information. A number of critical design considerations are presented, including the role of context as a static and dynamic modality. The authors ultimately derive an information model, which assimilates four intersecting dimensions of context.

Changing mindsets: the attitude of pre-service teachers on technology for teaching

In a context where there has only been limited success with Information and Communication Technologies (ICTs) in education, this paper explores attitudes towards the use of ICTs in South African pre-service teacher education. In particular, it looks at how cognitive and affective attitudes towards technology determine visions and scenarios of technology integration into teaching and learning practice. This note presents the results of an in-depth qualitative study involving exceptionally motivated pre-service teachers from two higher education institutions. Findings indicate strong intentions to integrate ICT in future teaching and the constant inclination to keep updated with technological evolution. Pre-service teachers view themselves as users of technology in order to keep up with what they perceive to be a technologisation of life and education. The integration scenarios envisioned by participants demonstrate a changing mindset where technology is not only an additional tool, but enables the advancement of new teaching and learning models centred on the active role of the student. A critical look at the study findings compels us to give accrued importance to how living and learning in a developing area determines meaningful articulations of pro-technology attitudes.