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Journal articles on the topic 'Educational technology – Botswana'
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Bisaso, R., O. Kereteletswe, I. Selwood, and A. Visscher. "The use of information technology for educational management in Uganda and Botswana." International Journal of Educational Development 28, no. 6 (November 2008): 656–68. http://dx.doi.org/10.1016/j.ijedudev.2007.09.008.
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Makwinja, Veronica Margaret. "Rethinking Education In Botswana: A Need To Overhaul The Botswana Education System." Journal of International Education Research (JIER) 13, no. 2 (December 1, 2017): 45–58. http://dx.doi.org/10.19030/jier.v13i2.10075.
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Botswana through its two educational reform philosophies of 1977 and 1994 envisioned a developing education system that is on par with international standards. According to Tabulawa (2009), the education system was developed to produce critical thinkers, problem solvers, and innovative learners. The system was designed to provide opportunities for all students by providing access to all, improve the standards of education, emancipate Batswana from illiteracy, and develop their capabilities to create a social transformation in their lives. Education was to be a vehicle for continuous positive change that would ultimately enable people to build a better world. However, the system is wanting since most students drop out of school, fail the national examinations, or are unemployable graduates.
Research shows that the standard and quality of education is deteriorating as evidenced by high rates of failure at primary and secondary schools. This paper established the reasons for deteriorating standards and failure of students; and whether this was a result of the difficulty, the country finds itself in attempting to re-think and change its educational system to improve the standards or any other factors. This paper reviewed the obstacles leading to high failure rate in one primary school and the need to overhaul, rethink, reform and transform the country’s education system.
This study was carried out at the Ministry of Education and Skills Development, which is presently divided into two sub departments; the Ministry of Basic Education and Tertiary Education, Research, Science and Technology and one (1) primary school in Gaborone through the use of qualitative method.
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Pandey, Sid N. "Education, Technology and Development in the Third World Countries." Bulletin of Science, Technology & Society 17, no. 5-6 (November 1997): 283–90. http://dx.doi.org/10.1177/0270467697017005-610.
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In the light of Jacques Ellul's ideas on technology and Ivan Illich's views on education, what follows is a discussion of the present attempt of Botswana (amidst the Southern African Countries) to expand and modernize its educational system through the use of new technology to educate its people. The problems encountered in adopting technology are used as cautions for the Third World countries attracted to new technology for educating the vast majority. Illich's proposal for replacing the formal schools with the tools of conviviality for the learners is considered useful and relevant.
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Thomas, P. "Opportunities and Challenges of Emerging Technologies in Higher Education." International Journal of Innovation in the Digital Economy 1, no. 4 (October 2010): 27–40. http://dx.doi.org/10.4018/jide.2010100103.
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Recent unprecedented advances in digital technologies and their concomitant affordances in education seem to be a great opportunity to adequately address burgeoning demand for high quality higher education (HE) and the changing educational preferences. It is increasingly being recognised that using new technology effectively in HE is essential to prepare students for its increasing demand. E-learning is an integral component of the University of Botswana’s teaching and learning culture, however, teachers who are from a traditional educational system are often ill-prepared to change their role from the all-knowing “sage on the stage” who operated under the “transmission” model, to the “guide on the side” which adopts new technologies effectively for student learning. Therefore, this paper argues that one of the ways to achieve substantial pedagogical innovations is to bring a significant change in the understanding of the processes of the scholarship of teaching and learning (SoTL). This paper explores new directions for conducting scholarly activities at the University of Botswana (UB) to address the needs of today’s students, concluding with a call for a collaborative approach to teaching, research, and publishing to enhance student learning experience in diversified and socially rich collaborative learning contexts.
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Wheeler, D., and R. F. Carroll. "The Minimisation of Microbiological Hazards Associated with Latrine Wastes." Water Science and Technology 21, no. 3 (March 1, 1989): 35–42. http://dx.doi.org/10.2166/wst.1989.0075.
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Investigations of latrine wastes in Botswana were undertaken to verify that sludge stored in a pit latrine chamber for at least one year does not constitute an unacceptable microbiological hazard on handling or reuse. Levels of faecal bacteria, Ascaris, Taenia, Schistosoma and human enteric viruses in sludges which had been stored for periods of more than one year were compared with levels in improperly stored sludges. In all cases, the importance of long term storage was confirmed. However, it is noted that substantial sociological and educational inputs are required if latrine users are to obtain the maximum health and economic benefits of latrine sanitation and sludge reuse, particularly in cultures where there is traditionally little interest in such practices.
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McHenry, Megan S., Lydia J. Fischer, Yeona Chun, and Rachel C. Vreeman. "A systematic review of portable electronic technology for health education in resource-limited settings." Global Health Promotion 26, no. 2 (August 23, 2017): 70–81. http://dx.doi.org/10.1177/1757975917715035.
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Objective: The objective of this study is to conduct a systematic review of the literature of how portable electronic technologies with offline functionality are perceived and used to provide health education in resource-limited settings. Methods: Three reviewers evaluated articles and performed a bibliography search to identify studies describing health education delivered by portable electronic device with offline functionality in low- or middle-income countries. Data extracted included: study population; study design and type of analysis; type of technology used; method of use; setting of technology use; impact on caregivers, patients, or overall health outcomes; and reported limitations. Results: Searches yielded 5514 unique titles. Out of 75 critically reviewed full-text articles, 10 met inclusion criteria. Study locations included Botswana, Peru, Kenya, Thailand, Nigeria, India, Ghana, and Tanzania. Topics addressed included: development of healthcare worker training modules, clinical decision support tools, patient education tools, perceptions and usability of portable electronic technology, and comparisons of technologies and/or mobile applications. Studies primarily looked at the assessment of developed educational modules on trainee health knowledge, perceptions and usability of technology, and comparisons of technologies. Overall, studies reported positive results for portable electronic device-based health education, frequently reporting increased provider/patient knowledge, improved patient outcomes in both quality of care and management, increased provider comfort level with technology, and an environment characterized by increased levels of technology-based, informal learning situations. Negative assessments included high investment costs, lack of technical support, and fear of device theft. Conclusions: While the research is limited, portable electronic educational resources present promising avenues to increase access to effective health education in resource-limited settings, contingent on the development of culturally adapted and functional materials to be used on such devices.
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Kumar, K. L. "Cognition and the Design of Products Large and Small." Journal of Cognitive Education and Psychology 3, no. 2 (January 2003): 164–77. http://dx.doi.org/10.1891/194589503787383118.
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Innovative design of new products proceeds by way of cognitive processes of analysis, critical thinking, creativity, conceptualization, cognitive modeling, synthesis, prototyping, and evaluation. Design phases invariably consist of divergence, transformation, and convergence operations. Designing is a creative faculty of the mind, akin to the conceptual faculty of learning arts, sciences, and languages. The author dwells briefly on cognitive, graphical communication, morphological, philosophical, and psychological aspects of design, together with educational imperatives, and proposes that designing new products requires the same cognitive processes regardless of their size, shape, and complexity.The author has drawn upon his own experience of designing a variety of things and has quoted references to design of household artifacts, office equipment, and industrial products. Reference is made to the ‘Design and Technology’ subject being taught at junior and senior secondary schools in Botswana and elsewhere. Examples are also drawn from some recent world-class designs. These establish the belief that human design cognition is the same for all products, small or large.
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LeFlore, Eric G., Todd K. Fuller, Mathata Tomeletso, Tiro C. Dimbindo, and Andrew B. Stein. "Human dimensions of human–lion conflict: a pre- and post-assessment of a lion conservation programme in the Okavango Delta, Botswana." Environmental Conservation 47, no. 3 (May 6, 2020): 182–89. http://dx.doi.org/10.1017/s0376892920000120.
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SummaryHumans are contributing to large carnivore declines around the globe, and conservation interventions should focus on increasing local stakeholder tolerance of carnivores and be informed by both biological and social considerations. In the Okavango Delta (Botswana), we tested new conservation strategies alongside a pre-existing government compensation programme. The new strategies included the construction of predator-proof livestock enclosures, the establishment of an early warning system linked to GPS satellite lion collars, depredation event investigations and educational programmes. We conducted pre- and post-assessments of villagers’ livestock management practices, attitudes towards carnivores and conservation, perceptions of human–carnivore coexistence and attitudes towards established conservation programmes. Livestock management levels were low and 50% of farmers lost livestock to carnivores, while 5–10% of owned stock was lost. Respondents had strong negative attitudes towards lions, which kill most depredated livestock. Following new management interventions, tolerance of carnivores significantly increased, although tolerance of lions near villages did not. The number of respondents who believed that coexistence with carnivores was possible significantly increased. Respondents had negative attitudes towards the government-run compensation programme, citing low and late payments, but were supportive of the new management interventions. These efforts show that targeted, intensive management can increase stakeholder tolerance of carnivores.
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Jain, Priti. "Delivery of library and information science curriculum." Library Review 66, no. 6/7 (September 5, 2017): 482–504. http://dx.doi.org/10.1108/lr-12-2016-0109.
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Purpose Advancement in Information and communication technologies (ICTs) has revolutionised Library and Information Science (LIS) education and libraries. Both theory and practice have been transformed completely. LIS education programmes have become highly competitive and must be market-driven and technology-oriented. At the same time, academic libraries have been transformed and have become dynamic. Fostering a close collaboration between LIS educators and practitioners can multiply their strength and abilities by sharing educational resources and theoretical and practical knowledge. This paper aims to present the findings of a study carried out to investigate the current status of collaboration among LIS educators and library practitioners at the University of Botswana. Design/methodology/approach Data were collected using self-administered structured questionnaires from both LIS educators at the Department of Library and Information Studies (DLIS) and practicing librarians working at the University of Botswana Library (UBL). To follow-up some of the issues, an interview was carried out with a subject librarian and a focus group discussion method was used to discuss some of the challenges from the findings. Findings The major collaborative activities from the DLIS staff were identified as the following: creating awareness of library resources and promoting library usage among students, facilitating library material selection and inviting librarians as guest lecturers to teach in the classroom. The main collaborative activities from practicing librarians were found to be the following: delivering information literacy instruction, providing professional/practical experience to students and information sharing with the DLIS teaching staff. The major challenges were identified as the following: different cultures of educators and librarians, lack of need to collaborate and lack of formal policy at the department and the university level. Research limitations/implications The UBL has 51 library staff members. All the librarians were not included in this research study, only senior librarians and library management were involved in the study. No theoretical framework was used to carry out the study. The questionnaire was designed based on the general literature in the field of professional collaboration among faculty and educators in the information profession. The follow-up interview and focus group discussion were conducted to address the collaborative activities and challenges that were acknowledged by at least 50 per cent of the participants. Issues with less than 50 per cent responses were considered insignificant to follow-up. Follow-up interview was conducted only with one subject librarian. As all subject librarians have the same job profile and undertake the similar activities, it was assumed that one subject librarian can represent others. Originality/value This research paper contributes to the body of literature. It may be useful for other LIS schools and libraries that work in similar environments, and it also opens up avenues for further research on this topical issue.
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Kent, David, and Peter Towse. "Students' Perceptions of Science and Technology in Botswana and Lesotho." Research in Science & Technological Education 15, no. 2 (November 1997): 161–72. http://dx.doi.org/10.1080/0263514970150203.
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Ntshwarang, Poloko N., Tumani Malinga, and Nonofo Losike-Sedimo. "eLearning Tools at the University of Botswana: Relevance and Use Under COVID-19 Crisis." Higher Education for the Future 8, no. 1 (January 2021): 142–54. http://dx.doi.org/10.1177/2347631120986281.
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Information communications technology (ICT) is currently a highly sought component of every higher learning institutions, especially universities and colleges gravitate towards eLearning mode of instruction and knowledge acquisition. eLearning encompass multiple technology and Internet-based learning platforms that requires computer literacy from both learners and instructors. eLearning has been upgraded such that it offers more flexibility and comfort as instruction and learning occurs any time and at the users’ preferred environment. However, for most African Universities, the challenge in the use of eLearning is expedited by excess number of students, poor infrastructural development and poor access to the Internet off campus. At the University of Botswana, the need and urgency to address aforementioned difficulties was exposed in the era of COVID-19 pandemic where the use of eLearning was a dare situation for both instructors and learners. In this article, the authors discuss the background of eLearning tools at the University of Botswana, types of eLearning tools, their relevance, use, advantages and the challenges encountered. Prospects are also discussed. The article is based on the experiences of the authors, their observations, as well as the literature review and the use of the social constructionism or social constructivism theory.
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Jaiyeoba, Olumide Olasimbo, and Jane Iloanya. "E-learning in tertiary institutions in Botswana: apathy to adoption." International Journal of Information and Learning Technology 36, no. 2 (March 22, 2019): 157–68. http://dx.doi.org/10.1108/ijilt-05-2018-0058.
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Purpose The purpose of this paper is to investigate the nomological web between technology acceptance model metrics such as perceived ease of use, perceived usefulness, perceived web privacy of e-learning resources on attitude and behavioural intention of virtual platform for learning by university students. Design/methodology/approach The study employed a quantitative method by using self-administered survey instruments among university students who have at least one year of e-learning experience. Psychometric nomenclature of survey instruments was conducted and the reliability and validity metrics of perceived ease of use, perceived usefulness, extent of e-learning use, perceived web-based privacy, attitude and behavioural intentions meet the threshold as established in extant literature. Correlation and regression analysis were conducted to explicate hypothesised relationship. Findings The study found out that e-learning use, perceived usefulness and attitude are associated with learners behavioural intentions, while perceived ease of use and perceived web-based privacy are not significantly associated with behavioural intentions of e-learners in Botswana. The findings further showed in the regression analysis that the extent of e-learning use, perceived usefulness, perceived ease of use and attitude are significantly related to behavioural intentions, while the perceived web-based privacy is not significantly related to behavioural intentions. Practical implications The e-learning processes thus help outline the effective marketing strategies and promotions or nichemanship among university students which help uncover the influence of innovation metrics on e-learning among the youth target audience in Botswana as the country seeks to achieve a paradigm shift from mineral-led economy to knowledge-based society. Originality/value Despite the popularity of e-learning approach as explicated in extant literature, the extent to which such platform is accepted with respect to security and reliability most especially in an emerging economy like Botswana is ambiguous. This study thus seeks to establish the extent to which e-learning in Botho University and Botswana Open University creates a platform for intention to use as regards technological acceptance parsimonious model in Botswana.
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Lamanauskas, Vincentas. "SCIENCE AND MATH TEACHERS’ COLLABORATION: HOW TO DEVELOP IT SEEKING PUPIL’S SUCCESS AT SCHOOL." Problems of Education in the 21st Century 62, no. 1 (December 15, 2014): 5–7. http://dx.doi.org/10.33225/pec/14.62.05.
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The importance of science and technology is obviously increasing. Such spheres as biotechnology, environmental security, biochemistry, synthetic biology, neurobiology and other have been strongly affected and even changed by science and technology progress. And that affect is growing. It is paradoxical, but over the last decade a decreased youth interest in science and technologies has been observed in many world countries. One of the first serious research studies on that question was initiated and carried out by IOSTE (International Organization for Science and Technology Education, http://ioste.nmmu.ac.za/). The research “The Relevance of Science Education”, http://roseproject.no/) showed that there are essential differences among various countries. One of the most worrying problems is, that in so-called developed countries (e.g., Japan, Norway, Finland, Great Britain and other) the youth interest in science and technologies is poor, the biggest part of youth do not relate their career with science and technologies. Whilst, in so-called developing countries (e.g., Uganda, Philippines, Trinidad and Tobago, Botswana and other) the youth relate their future career with science and technology development and think that this is a guarantee for better life and success. The first international comparative research was carried out in 2004 and repeated in 2008. The results, basically, were similar.
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Hulela,, K., M. Rammolai,, and W. Mpatane,. "Assessment of computer technology availability, accessibility and usage by Agricultural Education student teachers in secondary schools in Botswana." Educational Research and Reviews 9, no. 17 (September 10, 2014): 610–17. http://dx.doi.org/10.5897/err2014.1753.
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du Toit, Adri, and Mike Gaotlhobogwe. "A Neglected Opportunity: Entrepreneurship Education in the Lower High School Curricula for Technology in South Africa and Botswana." African Journal of Research in Mathematics, Science and Technology Education 22, no. 1 (January 2, 2018): 37–47. http://dx.doi.org/10.1080/18117295.2017.1420007.
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Kiravu, Cheddi, Kamen M. Yanev, Moses O. Tunde, Anna M. Jeffrey, Dirk Schoenian, and Ansel Renner. "eLearning hands-on: blending interactive eLearning with practical engineering laboratory." International Journal of Information and Learning Technology 33, no. 5 (November 7, 2016): 278–99. http://dx.doi.org/10.1108/ijilt-07-2016-0023.
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Purpose Integrating laboratory work into interactive engineering eLearning contents augments theory with practice while simultaneously ameliorating the apparent theory-practice gap in traditional eLearning. The purpose of this paper is to assess and recommend media that currently fulfil this desirable dual pedagogical goal. Design/methodology/approach The qualitative approach compares the eLearner-content interactivity deriving from Mathematica’s Computable Document File (CDF) application, Pearson’s myLab and Lucas-Nuelle’s UniTrain-I. Illustrative interactive examples written in JavaScript and Java are thereby drawn from an engineering eLearning course developed at the University of Botswana (UB). Findings Based on its scientific rigour, wide application scope, engineering analytical depth, minimal programming requirements and cross-subject-cum-faculty application and deployment potential, the authors found the CDF to be a versatile environment for generating dynamically interactive eLearning contents. The UniTrain-I, blending a multimedia information and communication technology (ICT)-based interactive eLearner-content philosophy with practical laboratory experimentation, is recommended for meeting the paper’s dual eLearning goal as the most adept framework to-date, blending dynamic interactive eLearning content with laboratory hands-on engineering experimentation. Research limitations/implications The lack of other competing frameworks limited the considerations to only the three mentioned above. Consequently, the results are subject to review as the ongoing research advances new insights. Originality/value The conclusions help eLearning designers plan ICT-based resources for integration into practical electrical engineering eLearning pedagogy and both CDF and UniTrain-I help dispel the prevailing apparent disquiet regarding the effectiveness of the eLearning-mediated electrical engineering pedagogy. In addition, the cited examples document an original electrical engineering eLearning course developed at the UB.
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Bose, Kabita. "An E-Learning Experience: A written analysis based on my experience in an e-Learning Pilot Project." International Review of Research in Open and Distributed Learning 4, no. 2 (October 1, 2003). http://dx.doi.org/10.19173/irrodl.v4i2.151.
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This article reports the experience of an e-Learning pilot project selected by the Educational Technology Unit (EduTech) of the Centre for Academic Development (CAD), University of Botswana (UB). This e-Learning package was designed and delivered in connection with the three-credit course “Issues and Trends in Early Childhood Education” (EPI-642), which is required for the first year of the master’s program in the Department of Primary Education. The course was taught via a flexi-time, gradual, phase-by-phase transition from traditional face-to-face teaching to the electronic medium of an e-Learning lab (called SMART classroom). This course utilized a student centred e-Learning package that retained the learning qualities of traditional teaching, personal guidance, and mentoring, while seeking to enhance students’ research and computer skills.
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"Teacher education." Language Teaching 39, no. 1 (January 2006): 41–45. http://dx.doi.org/10.1017/s026144480625331x.
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