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Babair, Mervat A. "A Case Study of Saudi Girl's Education with ICT Informed by ICT Policy and Practice in England." Thesis, Manchester Metropolitan University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517593.
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Oyaid, Afnan. "Education policy in Saudi Arabia and its relation to secondary school teachers' ICT use, perceptions, and views of the future of ICT in education." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/69537.
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In recent years and as a result of the increasing pace of advances in technology and especially developments in the use of ICT in schools, teachers are now expected to make routine use of ICT in their teaching. This research sought to obtain deeper insight into Saudi secondary school teachers' ICT usage and its relation with ICT educational policy, teachers’ perceptions and attitudes towards the use of ICT in the teaching and learning process, and their envisions of possible and preferable usage of ICT in education in the future. The study utilised a sociocultural approach: data was collected via interviews and self completed questionnaires. A total of 14 interviews were conducted with teachers, ICT coordinators and head teachers, and 266 teachers drawn from ten secondary schools in Riyadh City completed the questionnaire. The findings indicate there is widespread use of ICT in secondary schools and most teachers have positive views towards ICT. Teachers pointed to a number of motivators summarised in this formula: internal incentives + school encouragement = competent ICT use in education. Three main factors were found to be hindering teachers' ICT use: time constraints, lack of training, and financial issues. Teachers’ ICT use is guided by policies: the research found that teachers’ ICT use is more influenced by schools’ policy than Ministry of Education policy which they are either unaware of or do not fully understand because of difficulties in implementing it. Finally, teachers anticipated future changes in their role to a facilitator and advisor. Teachers hoped for comprehensive improvement of education, radical curriculum change, and continuous teacher training.
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Malcalm, Ebenezer. "Ghana's Educational Policymakers and Their Impact on Information and Communication Technology Education: A Case Study of a Ghanaian Model Senior High School." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1331065342.
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Ngololo, E. N. (Elizabeth Ndeukumwa). "An evaluation of the implementation of ICT policy for education in rural Namibian schools." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24841.
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Many governments across the world have invested a lot of resources in information and communication technology (ICT) development with an aim to enhance teaching and learning using technology in schools. New educational ICT policy issues emerged and new patterns of ICT related practices are observable in education. This initiative has necessitated the development of National ICT Policies that will guide the implementation process in schools. Namibia has adopted the National ICT policy for Education in 2005 and the National ICT Policy Implementation Plan in 2006. Since the adoption no study was done to evaluate the implementation process, especially in rural schools where the teaching has been proven difficult. This study evaluates the implementation of the National ICT Policy for Education in Namibian rural junior secondary schools, especially in science classrooms. The thesis is a mixed methods study, undertaking survey and case studies. The study was conducted in the three educational regions, namely, Ohangwena; Oshana; and Oshikoto in Northern Namibia were 163 schools were sampled. The purpose of the study was to describe how ICT is being implemented in science classrooms and also explore factors that affect ICT implementation in rural schools. The study’s findings indicate that the rural schools in Namibia are in the initial phase of ICT implementation. ICT use and pedagogical use is low due to lack of professional development courses, pedagogical support and lack of ICT related resources. However, the few schools with high pedagogical use of ICT have shown an entrepreneurial leadership style and vision of the science teachers. The relational analysis suggests three main predictors of ICT implementation in rural schools. These findings were confirmed through case studies of successful schools. In addition, the findings were legitimised by the participants of the ICT use conference. The Kennisnet model (2009) was adopted and adapted as a conceptual framework for this study. The Howie model (2002) provided the frame within which the structure of input, process and outcome could be identified. The data was consistent with the adapted Kennisnet model (2009) and added five more constructs namely, entrepreneurial leadership, science curriculum goals, entrepreneurial science teachers’ vision, general use of ICT. The general use of ICT and attitudes of the science teachers influences the pedagogical use of ICT as added to the Howie model (2002). The results of this research suggest ways to improve the pedagogical use of ICT in rural schools; enable policymakers to make informed decision about resource allocation to the rural schools; and on teacher professional development in order to improve the current rural situation regarding ICT use.Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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Alkhatnai, Mubarak Hadi Marie. "Strategic use of ICT in the Saudi system of higher education : King Saud University." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8869.
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This study investigates ICT in Saudi HE as represented by the researcher’s own institution: King Saud University (KSU). Using a naturalistic approach in pursuing the inquiry and making use of mixed methods, the research questions were investigated using surveys and in-depth interviews. A convenient sample of the University’s stakeholders; namely the senior managers, the academic staff and the students were investigated and asked to explain the process of ICT adoption and deployment on the management level; their use and adoption of ICT in their personal and professional activities and elaborate on the ICT adoption process at KSU and compare it to that of other universities. They also related these experiences to the University’s plans and efforts in this regard. The findings indicated a boom in ICT adoption over the course of the recent years. However, this process did not follow a clear strategic plan. Rather, it was based on an administrative decision by the recently appointed KSU management. The rector’s positive attitude and belief in ICT played a role in this process. The study showed that KSU administration values ICT and views it as a means for the University to achieve its aims. The results also showed the increasing use of ICT among the three groups in the study both on personal and professional levels. While these professional purposes may differ between the three groups in this research, results indicate that there is an increasing implementation of ICT in the daily work of all the groups, both in and out of KSU. These uses are also supported by the positive attitudes all the stakeholders hold towards ICT, as the study indicated. The study also revealed the aspiration of both KSU and Higher Education System in the country in general, and the role that ICT is perceived to play in helping them to achieve these aspirations. Results indicated that the current state of ICT in Saudi HE is increasing when compared to that of other universities and countries, especially in terms of hardware implementation. Although it was not possible to achieve specific comparisons between Saudi universities due to lack of data and access, many different comparison points were pointed and elaborated on both nationally and internationally. Finally, the study revealed many ICT enablers in the Saudi HE system, such as the generous financial support provided by the government, the positive attitudes, and the changing role of the university, as well as the technical, administrative and sociocultural barriers facing more ICT integration in Saudi HE, and how KSU dealt with these opportunities and threats. Based on the results, implications for future research were elicited and recommendations for better practice were provided. The urgent need for a clear ICT strategic plan for KSU as well as the other Saudi universities seems inevitable. A need for clear benchmarks within this plan is an important indicator of the need for the institution to evaluate the process. Of importance concern is the fact that these plans need to include all the stakeholders in the planning phase so as to properly conduct the assessment, implementation and evaluation successfully.
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Ogange, Beatrice Obura. "An analysis of ICT policy development and practice in teacher education in Kenya between 1997-2007." Thesis, Open University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551606.
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This study, entitled 'An analysis of ICT policy development and practice in teacher education in Kenya between 1997 and 2007', is a qualitative study that uses a historical interpretive approach involving documentary analysis, interviews and case 'studies, to document the evolution of ICT policies relevant to teacher education in post independence Kenya, and explore the practices among teachers and teacher educators with ICT between 1997 and 2007. It examines the policy- practice relationship in the context of teacher education. The thesis draws from the work of Elmore and also Fullan to understand the change process with educational ICT policies. Not much research has been done in this area in Kenya and this study is therefore a useful contribution to the body of knowledge on leT policy development and practice in teacher education in developing country contexts. The ICT policy process for teacher education in Kenya takes place in a 4-Tier framework that involves international organisations at Tier 1, the Ministry of Education, other ministries and associated bodies at Tier 2, private or public sector organisations at Tier 3, and pre-service and in-service teacher education programmes at Tier 4. There is lack of co-ordination within and between these Tiers, which results in varied practices that portray differential understandings and interpretations of policy in regard to the place of ICT in teacher education.
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Abod-her, Salem. "Impacts of globalisation and awareness of higher education policy in adoption and use of ICT in Libyan universities." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/19035/.
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This research study focuses on impacts of globalisation and the awareness of Higher Education policy Reform HEPR on the Information and Communications Technology for public universities using the University of Tripoli (UoT). The aim of this study therefore is to explore the impact of globalisation and the awareness of implementation of HEPR on the use of ICT in Libyan public Universities (LPUs). This is an important subject since the Libyan state has begun to ensure that ICT is adopted and used in University education. It has undertaken this course of action in order to improve the role of public universities and to further the movement towards sustainable development. This study was designed to contribute to the research development and improvement of ICT adoption in Libyan Higher Education. The main contribution of this study is to provide information on how to make full use of ICT in LPUs and to determine to what extent these universities adopt and us. Given the nature of this research a qualitative content analysis was adopted to collect and analyse the data and present the findings which gathered via sixteen semi-structured interviews, that were conducted with forty-four graduate students, ten academic staff from UoT and six Higher Education Officials from Ministry of Higher education and Scientific Research (MoHESR) . The findings of this study indicated that the globalisation and the awareness of implementation of HEPR are the most important factors for the adoption and use of ICT by the participants, and globalisation together with HEPR seems gradually to be changing impact and driving adoption, and use of new ICT among LPUs. It is changing the very fundamentals of learning and teaching. The findings also show that the rapid pace of globalisation and the increase level of the awareness of implementation HEPR, which has a significant potential to motivate participants, may lead to increased adoption and the effective use of ICT in LPUs. Based on the findings, this study offers the following recommendations that can be used to improve and support the adoption and use of ICT tools in the LPUs. These included supporting graduate students, and academic staff in developing their knowledge and skills in using ICT tools, providing a continuous professional development for them in ICT, the need to create a policy in higher education to guide the use of ICT tools in higher education and supporting universities to build their ICT resources and infrastructure. These will help graduate students and academic staff to effectively integrate ICT tools into teaching learning and administrative it also recommended that future research should be conducted with larger samples across different levels of education or with other organisations and other time periods.
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Player-Koro, Catarina. "Reproducing Traditional Discourses of Teaching and Learning Mathematics : Studies of Mathematics and ICT in Teaching and Teacher Education." Doctoral thesis, Högskolan i Borås, Institutionen för Pedagogik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3622.
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This thesis is primarily concerned with the effects of education for future teachers in the context of the Swedish teacher training (Government Bill 1999/2000:135 2000). It belongs to a theoretical tradition in which the education system is viewed as a key factor in cultural production and reproduction in educational practices through symbolic control (Apple 2009; Ball 2006; Bernstein 2000, 2003). Symbolic control defines how forms of social interaction affect what is possible to think, say and do in different situations. The thesis is focused specifically on student mathematics teachers learning to become teachers of mathematics. It has a particular focus on the materials used in this, the meanings given to these materials and the identities produced through the possible embodiment of these meanings. The use of different educational technologies, including in particular ICT, has been of special interest. It aims therefore to understand both how mathematical discourses are produced and reproduced in teacher education and how this colours student teachers’ views on mathematics and their professional identity (Bernstein 2000, 2003; Valero 2007). The main outcomes of my thesis are that through the way that mathematics is taught and learned, mathematics teacher education in practice reproduces traditional ways of teaching and learning. This in that mathematics instruction is built around a ritualized practice based on the ability to solve exercises related to an examined-textbook-based content. ICT use in this context is not transformative. Rather it seems as if teaching and learning with digital technology operate as a relay in the reproduction of traditional forms of education practice. This is contrary to the intentions to renew and revitalise mathematics education and the thesis thus suggests that there is a need to scrutinize the way new technology is formulated in official discourses and appropriated in educational work. Two other things are also noteworthy in the thesis findings. The first is an increased emphasis on formal subject content through recent policy developments. This re-emphasis reaffirms the value of authoritative subject studies content as the central and most important component in the professional knowledge base. On the basis of the finding from the thesis the logic of the reform may be questioned. Also important is the ICT discourse that is constituted in wider society by selected agents. In this discourse digital technology often in many ways defines (post)modern society and the position it and education have as a driving force toward economic competitiveness. An alternative, more reflexive and critical approach where questions about technology uses in education are emphasized is suggested as necessary.Disputationen äger rum fredagen den 4 maj 2012, kl. 13.15, Sal Gamma, Hus Svea, IT Fakulteten, Forskningsgången 4, Lindholmen
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Sahinkayasi, Yunis. "A Cross-cultural Comparison And Modeling Of Information And Communication Technologies Aspects Affecting Mathematical And Problem Solving Literacy And Perceptions Of Policy Makers." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609723/index.pdf.
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The purpose of this study was to compare Turkey and the European Union (EU)
regarding aspects (use, self-confidence and attitude) of students&rsquoinformation and communication technologies (ICT), the relationships between ICT aspects and mathematical and problem solving literacy performances, and to understand education policy makers&rsquo
perceptions on ICT in Turkey. A multimethod (quantitative and qualitative) research design was used in this study. Country groups &ndash
an EU member group, a new EU member group and Turkey- were formed on the basis of the status of a country in the EU, and that of having ICT data in the Programme for International Student Assessment (PISA) 2003. This study has three focuses. The first focus of the present study was to examine similarities and differences in ICT use, self-confidence in ICT and attitudes toward computers in students from Turkey and the EU. The sample of this focus was those students from the EU member group (N=56,610), the new EU member group (N=24,834) and Turkey (N=3,231) who participated in the PISA 2003. Multivariate analysis of covariance - controlling students&rsquo
economic, social and cultural status (ESCS) and attitudes toward computers- and univariate analysis of covariance -controlling ESCS- were conducted to see whether students&rsquo
ICT aspects differ across country groups. The first focus of the present study indicated that Turkish students have lower self-confidence in using computer and the Internet and they use the Internet less frequently than students in the EU. Contrary to this, the findings of this focus revealed that Turkish students have relatively more positive attitudes toward computers and they use program/software more frequently than do students in the EU. The second focus of the present study was to model the relationships among ICT factors and mathematical and problem solving literacy performances of Turkish and the EU students. The sample of this focus was those students from the EU member group (N=57,787), the new EU member group (N=25,359) and Turkey (N=3,590) who participated in the PISA 2003. The proposed path analytic models were separately tested for each country group. The second focus revealed that students&rsquo
socioeconomic and cultural status and selfconfidence in routine computer tasks have positive and medium level relationships with their mathematical and problem solving literacy performances, for all country groups. Furthermore, students&rsquo
self-confidence in Internet tasks had a positive and low level relationship with these performances for all country groups. On the other hand, it was found that students&rsquo
frequency of computer and Internet use and their self-confidence in high-level computer tasks have generally negative and small relationships with these literacy performances in all country groups. The third focus aimed to investigate education policy makers&rsquo
perceptions of the ICT policy making and implementation process in Turkey, and their evaluations of the findings of the quantitative phase of this study. The participants of this focus consisted of seven education policy makers from the Ministry of National Education and universities in Turkey. The data, collected with interviews, were content-analyzed by coding data, identifying, and relating the categories and sub-categories, that is, open, axial and selective coding were conducted respectively. In the third focus of the present study, participants specified the primary issues of ICT policy making and the implementing process in Turkey and made suggestions on these issues. Participants frequently related the findings of the quantitative phase of this study to the economic, social and cultural status of students.
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Hallsén, Stina. "Lärarutbildning i skolans tjänst? : En policyanalys av statliga argument för förändring." Doctoral thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-209672.
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Teacher education occupies a position between the school system and higher education. It is expected to both have an impact on the school system and to be influenced by it. Compared to other higher education programs, teacher education has more often been subject to government control and detailed regulation. This thesis deals with the various roles and functions ascribed to teacher education in its complex position within the educational system, and above all its relationship with the school system. The objective of the thesis is to increase knowledge on government policy, with regard to teacher education, and frames within which the policy is developed, that in turn creates the framework for teacher education. The issues outlined above are processed through two sub-studies. The first sub-study deals with these issues in a general and historical perspective. The second sub-study is focused on a specific content (ICT) in initiatives for teacher education reforms. By analyzing arguments put forward in government policy from a curriculum theory perspective the thesis shows that teacher education throughout the whole review period was considered to mainly benefit and serve the school system. However, the significance attached to this service varies. Generally two trails are highlighted. The first involves the teacher education service of delivering the teachers that the school system requires in order to live up to expectations of today. The other definition of working in the service of the school system is to contribute to a future-oriented development of the current school system. In many cases these perspectives are combined but the trend in the period reviewed in this study is that the first definition, to work in the service of the contemporary school system, has been accorded ever greater prominence.
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Cohen, Martin Edward. "What is the educational value of I.T.? : a comparison of the values, attitudes and rationales associated with the use of information technology in junior school classrooms in the UK." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324069.
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Wech-O-sotsakda, Chanthana. "ICT in community-based lifelong learning center model for northeast Thailand : a thesis submitted to Auckland University of Technology in fulfilment of the requirements for the degree of Doctor of Philosophy (PhD), 2008." Click here to access this resource online, 2008. http://hdl.handle.net/10292/424.
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This thesis investigates how rural and remote communities in northeast Thailand harness information and communication technologies (ICTs) for community development and develops a new model of ICT-based lifelong learning centre for local communities. The main research questions are: 1. How to adapt ICTs to fit rural communities? 2. How to integrate ICTs into their lifestyle? 3. How to use ICTs to forge stronger ties within and between local communities? 4. How to develop ICTs in community-based lifelong learning centre? The objective of this research is to develop a model of ICT in community-based lifelong learning centers (CLC) that is suitable for northeast Thailand, and to propose policies for implementing ICTs in CLCs. This study used qualitative methodologies to explore the problem. Data collection took place in Thailand between April, 2005 to March, 2006. The fieldwork covered two communities in Krainun Village, Katharawichai District and Khok Yai Community Forest, Wapi Pathum District, Mahasarakham Province. The data collection procedures included using surveys and questionnaires to develop the research agenda with the target groups while focus group techniques were used as the main data-gathering instrument to further investigate their needs and develop the CLC model. Interviews, observations, workshops and study trips were needed for additional data. A triangulation approach was used to analyse the data from surveys, interviews, observations and discussions. The basic data from the surveys were categorised into four aspects: geographical data, public utilities, social data, and economic data. Using the issues-based analysis methodology, the qualitative data from the focus groups were analysed and interpreted and triangulation was applied to difference data sources. The recorded materials were transcribed and issues related to the research questions were identified. The next step focused on developing the CLC model which applied Knowles’ program development model for adult education and training. This focus on process is a distinguishing feature of this research and comprises the ‘new’ characteristic in the model presented. The study showed that the rural communities grasped the benefits of ICTs and through concrete situations, realised that ICTs could meet their needs. ICT learning activities using a hands-on practical approach motivated them to adapt and integrate ICT in their daily life. They applied their experiences to acquire new knowledge and technology. Their CLCs were developed based on a similar model of their understanding of, and motivation to use, ICT. The model of CLC in both communities is based on their needs, including the concept of establishing a CLC, CLC objectives, CLC management, implementation and evaluation.
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Ntombovuyo, Klaas. "An investigation of the effective use of information and communication technologies (ICT) for primary school teachers in the transfer of knowledge." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1052.
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Thesis (MPhil (Information Science))--University of Stellenbosch, 2006.ENGLISH ABSTRACT: We are in the era where Information and Communication Technologies (ICTs) are increasingly becoming as common as desks and chalkboard in our classrooms. Government, students, parents and the community at large are now expecting ICTs to be integrated in the school curriculum and to be used as tools of instruction.
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Cassim, Verona. "The pedagogical use of ICTs for teaching and learning within grade eight mathematics in South African schools / V. Cassim." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4487.
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Information and communication technology (ICT) has become part of education as it has, in many cases, become the mode of choice of communication with people in all spheres of life. It provides teachers with the opportunity to access information from a vast array of resources that assists them in their teaching practices. Education in South Africa is constantly transforming to new requirements from the National Department of Education (NDoE). The fundamentals of Outcomes Based Education are lifelong learning and the development of 21st century skills that allow learners to use information for different contexts. ICT enables teachers and learners to access computer systems to develop skills, interact with their peers, colleagues, and the global society. Even though teachers know the value of ICT in teaching and learning, the pedagogical use of ICT in South African schools remains limited. In the SITES 2006, South African teachers acknowledged that they were enthusiastic to explore new ways to make teaching and learning more interesting, but that they encountered many barriers that hinder the pedagogical use of ICT for mathematics. This research has determined that the teachers’ ICT pedagogical knowledge contributed towards more effective teaching and learning practices of mathematics in South African schools. The study also describes how insufficient ICT pedagogical knowledge affected teachers’ confidence to explore ICT tools. This study followed a secondary data analysis (SDA) of the Second International Information Technology in Education Study of 2006 (SITES 2006) data from the 640 participating mathematics teachers in South Africa. The correlated data describes the technological pedagogical content knowledge (TPCK) of mathematics teachers while making use of ICT. Continuous professional teacher development is required to focus on the attainment of information technology pedagogical knowledge to further the use of ICT on the teaching of Mathematics. The study also indicates that South Africa lags far behind the other 22 countries that participated in SITES 2006.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.
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Hollow, David. "Evaluating ICT for education in Africa." Thesis, Royal Holloway, University of London, 2010. http://repository.royalholloway.ac.uk/items/41e8820a-cde2-5f79-4bce-4e0b9cd149e8/8/.
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This thesis is situated at the intersection between the three themes of education in Africa, impact assessment, and Information and Communication Technologies (ICTs). Specifically, it seeks to develop a critique of current practices regarding monitoring and evaluation of ICT for education within Africa, and explores plausible alternatives to such practices that would make the benefits of education and technology more available and structured towards the poor and marginalised. Two participatory case studies of ICT for education programmes in Malawi and Ethiopia were used as the main empirical focus for the research. These involved working in partnership with implementing organisations, whilst simultaneously abstracting myself so as to evaluate the evaluation process and assess the underlying reasons for what was occurring. These case studies were supplemented by three international participatory workshops and a pan-Africa survey of ICT for education practitioners. The findings from the empirical work are examined within four analytical contexts. The first of these analyses the different methodological approaches employed in the case studies and considers the limitations and opportunities encountered. The second focuses on the role of partnerships within ICT for education programmes, especially in regard to their impact in defining the nature of monitoring and evaluation processes. The third investigates the marginalising of pedagogy within many ICT for education programmes, especially in regard to educational outcomes. The fourth explores the significance of aspiration within technology related development initiatives, focussing on consequences for effective impact assessment. The applied nature of the research emphasises the need for both critical rigour and innovative alternatives in assessing ICT for education in Africa. This thesis concludes by demonstrating the ways in which monitoring, evaluation and impact assessment can be positively reframed in the light of the research findings to emphasise process, participation, capacity enhancement, and the centrality of education.
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Leung, Kin-sang, and 梁健生. "ICT and change in physical education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29783306.
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Calitz, André Paul. "A model for the alignment of ICT education with business ICT skills requirements." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1418.
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The Information and Communications Technology (ICT) skills shortage is of national and international concern. Modern business practices require the implementation of new technologies supported by a workforce with current and diversified ICT skill-sets. Acquiring suitable ICT skills has become a difficult task and employers are seeing government intervention at all levels. The school system in South Africa is under increased pressure and is faced with continuously declining matriculation pass rates, specifically in subjects such as science and mathematics. Schools are experiencing a decline in the number of scholars (learners) enrolling for the Information Technology (IT) school curriculum. The IT curriculum at school level is being criticised; under-prepared teachers are blamed and lack of suitable facilities highlighted. Surveys conducted amongst grade 9 and grade 12 scholars in the Eastern Cape have shown that scholars are not considering careers in ICT. Teachers, career/guidance counsellors and parents contribute to scholars' career decisions and are not encouraging scholars to pursue careers in ICT. Tertiary institutions in South Africa and internationally, are experiencing a decline in student enrolments and in pass and throughput rates. Industry is holding tertiary institutions responsible for not providing the “correct” ICT graduate skill-sets and passing an insufficient number of quality ICT graduates desperately required by industry. The accreditation of computing degree programs, such as Computer Science (CS), Information Systems (IS) and Information Technology (IT), collectively referred to as CIT, offered by tertiary institutions is becoming an international requirement. The ICT industry is constantly changing and new job requirements and new career opportunities are frequently introduced. Graduates entering the ICT industry should have acquired knowledge about ICT career tracks in order to specialise and choose a suitable career path. Tertiary CIT degree programs should further be linked to specific career tracks and provide a multi-disciplined education to graduates. ii ICT graduates working in industry utilise skills obtained in under-graduate and post-graduate CIT degree programs. The ICT graduates have also obtained valuable skills working in industry, including business skills and soft skills. ICT skill surveys have identified the graduate skills gap, indicating ICT skills industry requires from graduates completing tertiary level qualifications. ICT graduates working in industry, for example indicated that programming in some cases is over-emphasised at school and tertiary level and that soft skills are ignored by tertiary institutions. An ICT Graduate Skills Classifications Framework is developed to address the graduate ICT skills gap and highlight important business skills, soft skills, technical skills and programming skills required by industry. In this thesis, an Industry ICT Value Chain Model is further developed that suggests a holistic approach to the problems experienced at all levels of ICT skills development, including government, industry, tertiary education institutions and at school level. Results from a number of research surveys conducted along the proposed Industry ICT Skills Value Chain Model indicated that problems exist at all stages in the value chain and that the problems can only be addressed involving government, industry and tertiary institutions collectively. A number of interventions is required and the support from industry is essential in achieving overall success in addressing the ICT skills shortage in South Africa. A proposed Industry ICT Skills Value Chain Model that can be utilised to address the ICT skills shortage in South Africa is presented.
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Kapatamoyo, Musonda V. "Information and Communications Technology (ICT): An Analysis of Zambia's ICT Policy Initiatives and the Role of Multilateral Organizations." Connect to resource online, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1179332141.
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Aqeel, Ebtisam. "Evaluating ICT in mathematics teaching." Thesis, Brunel University, 2005. http://bura.brunel.ac.uk/handle/2438/7893.
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The challenge for educators is to prepare students for life in a technological advanced society that will continue to change exponentially. Work requirements have changed and computer skills have become a basic requirement for a majority of jobs. As computers have become more prevalent in everyday life and in the work place, their use has gained in importance around the world. Kuwait, like other countries, has recognised the need to increase the technological background of its students to compete better in world markets. This research recognises the importance of ICT in Education and realises the difficulties involved in its effective adoption. For that reason, it presents an empirical study of the ICT adoption process by examining perceived innovation attributes, and the relationship of individual characteristics in this process. The theory that supports the research effort is Rogers' theory of Diffusion of Innovation, which was used as the theoretical framework to hypothesise a model of ICT adoption. This model is called the ICT ARABIA Model (ICT Adoption using Rogers' model, and Bringing In Addition), and was designed to elicit the relative importance of the perceived innovation attributes in influencing ICT adoption in Mathematics education. The empirical context of the research is 259 participants in mathematics departments, which are analysed using quantitative and qualitative research approaches. Results indicated that the ICT ARABIA Model was most useful in explaining ICT adoption by mathematics departments. The relative importance of each factor of the ICT ARABIA Model was determined by rank ordering the mean importance scores for each factor. However, an additional factor emerged, and this was leadership. Also, demographic characteristics were found non-significant predictors of ICT adoption. These findings highlighted many issues for further study. The main concern was regarding the importance of the perceptions of innovation attributes in influencing the ICT adoption in mathematics education; however, leadership was also an influential factor, which resulted from interviews. Those interested in programme innovation and change in educational departments may need to focus on finding a strong leader to help in the process.
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Bharthur, Deepti. "Bridging the Last Mile: An Exploration of ICT Policy Through Bharatnet." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1448024842.
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Granberg, Carina. "ICT and learning in teacher education : The social construction of pedagogical ICT discourse and design." Doctoral thesis, Umeå universitet, Interaktiva medier och lärande (IML), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-43489.
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Background In recent decades, system-wide policies and substantial resources have been directed towards enhancing the use of ICT in learning contexts. This development can be observed at international and national levels. However, reports have indicated a ’slow uptake’ of the use of ICT for pedagogical purposes among compulsory schools and teacher education institutions. Although the teacher education at Umeå University follows this pattern, there have been several initiatives in using ICT for learning in the teacher education programmes. The aim of this study is to scrutinise the process in which ICT-supported methods for learning have been introduced, used and disseminated throughout teacher education. Methods Three ICT-supported methods for teaching and learning were chosen for this study: digital individual development planning (IUP), blogs and e-portfolios. To capture teachers’ and students’ experiences of introducing the pedagogical use of ICT, 115 interviews were conducted and four questionnaires were administered over a four-year period (2006-2010). Course documents and observations of blogs and e-portfolios supplied additional data. Hermeneutics was chosen as the methodological approach. Thematic content analysis was carried out in the first three part-studies, and theoretical frameworks suited for the identified themes were chosen for the analyses. Since pedagogical discourses appeared to be important, discourse analysis was used in the fourth part-study. A final meta analysis has been carried out and is presented later in this thesis. Results In Umeå, as in other countries, teacher education has been slow to adopt ICT for learning. Still, the use of ICT for learning has increased over time. ICT-supported methods such as IUP, blogs and e-portfolios have found their way into the context through a recontextualisation process in which ICT discourses and designs are socially constructed. However, the recontextualisation process could merely be found within sub-fields, such as teacher teams and project groups, since in the main-field (i.e. teacher education) traditional ways of teaching and learning have been internalised. These traditions hold symbolic capital, and teachers who have the means to do so will act according to their habitus and defend the traditions. The recontextualisation process will therefore be kept within the sub-fields, and the dissemination will be limited. Furthermore, the sub-fields are rather isolated from one another, and therefore pedagogical ICT discourses and designs are created in varied ways. However, none of them could be regarded as internalised, and the social construction of pedagogical ICT discourse and design has to be considered to be still ‘under construction’.
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Salmu, P. (Paula). "ICT-alalla työskentelevien ylempien toimihenkilöiden käsityksiä työssä oppimisesta." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201612023178.
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Tämän tutkimuksen tavoitteena oli selvittää asiantuntijatasoista työtä tekevien ICT-alalla työskentelevien ylempien toimihenkilöiden käsityksiä työssä oppimisesta. Työssä tutkittiin, millä tavalla työssä opitaan ja miten työssä oppimista voidaan kehittää.
Tutkimus toteutettiin laadullisena tutkimuksena, jolloin tutkimuksen tavoitteena on tutkimuksen kohteena olevien tulkintojen esiin saaminen. Tässä tutkimuksessa tulkinnat kohdistuivat käsityksiin ja niiden välisten suhteiden tulkintaan, joten tutkimussuuntaukseksi on valittu fenomenografia. Fenomenografisen ihmiskäsityksen mukaan ihminen tietoisena olentona muodostaa käsityksensä tietoisesti kokemastaan ilmiöstä. Oppimista tutkimuksessa tarkastellaan konstruktivistisen oppimiskäsityksen mukaisena oppimisena. Konstruktivistisen käsityksen mukaan oppiminen on oppijan omista lähtökohdista rakentuvaa tulkitsemista ja maailman hahmottamista.
Tutkimusaineisto on kerätty puolistrukturoidulla Webropol-kyselylomakkeella. Aineiston analyysi on toteutettu fenomenografisella analyysimenetelmällä. Analysointiprosessi eri vaiheineen ja tutkimustuloksiin päätyminen ovat seurattavissa tutkimusraportista. Vaiheiden läpinäkyvyydellä on haluttu parantaa tutkimuksen eettisyyttä ja luotettavuutta.
Tutkimustulosten perusteella sosiaalinen vuorovaikutus ja tieto ovat työssä oppimisen perusta. Vuorovaikutuksen kautta saadaan tietoa ja luodaan uutta tietoa. Sen kautta tieto myös liikkuu. Onnistuneessa vuorovaikutuksessa rakentuu ilmapiiri, jossa jokaista arvostetaan ja kannustetaan yhteistyöhön. Silloin myös oppimiselle avautuu monia mahdollisuuksia. Työssä oppiminen käsitetään sekä toiminnaksi että tiedoksi. Työskentely voidaan kokea opettavaisena ongelmanratkaisuprosessina, jonka tuloksena saadaan uutta tietoa ja opitaan. Opittua hyödynnetään käyttämällä ja soveltamalla sitä uusien tehtävien yhteydessä.
Työssä oppimista voidaan kehittää selkeästi rajatuilla tehtävillä sekä suunnitelmallisella koulutuksella ja ohjauksella. Työn tekemiselle ja työssä oppimiselle tulee varata riittävästi aikaa, jotta työn tekeminen ja työssä oppiminen voidaan tehdä mahdollisimman tehokkaasti.
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Bardelli-Danieli, Andrea. "Interpreting ICT policy processes in developing countries : a case study of Uganda." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/interpreting-ict-policy-processes-in-developing-countries-a-case-study-of-uganda(c672c237-c199-4974-b7ee-ce3db62da99b).html.
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Several studies suggest that the diffusion of information and communication technologies (ICTs) in developing countries (DCs) can help such countries achieve national development goals - especially if accompanied by appropriate government policies designed to regulate and promote the use and the diffusion of ICTs in the national context. Over the past few years 'ICT policy' has thus become something worthy of academic attention, in particular in the ambit of ICT-for-development (ICT4D) literature. Scholarly studies on the subject have so far focused however primarily on policy content, and have often been prescriptive and/or evaluative in nature. Relatively less attention has been paid instead to the processes by which ICT policy is made in DCs - a lacuna reflected also in the relative scarcity, in the realm of ICT4D literature, of detailed theoretical frameworks with which to study ICT policymaking practice in DCs. This study intends to help fill this lacuna, by proposing an innovative framework for the analysis of ICT policy processes in DCs, and subjecting such a framework to a first 'proof of concept', through its application to a particular case (ICT policymaking in Uganda). In recognition of the importance of the cognitive aspects of policy practice, the framework proposed is interpretive in nature, and is organised around three 'movements', or steps: an analysis of the linguistic and non-linguistic constructs employed by policy actors to articulate discourse on ICT policymaking; an analysis of the key discourses around ICT policy constructed by policy actors in specific settings; and an analysis of the composition and the strength of the 'alliances', or coalitions, of actors that construct and propagate specific discourses in such settings. The ultimate purpose of this type of analysis is to understand how specific discourses on, or 'versions' of the ICT policy process gain particular purchase and acceptance in given national settings, thereby providing ICT policy actors with elements for reflection on the practices they are involved in. The framework proposed is particularly innovative in that integrates elements derived from mainstream political science and policy analysis literature - thus going some way in solidifying theorization in the ambit of ICT4D research. The study draws conclusions at two levels: at case level, findings indicate that Ugandan discourse around ICT policymaking appears to be constrained by the existence of a powerful, overall political discourse that defines ICT policy as necessarily 'participative'; at the level of theory and method, findings suggest that the framework proposed appears to be a viable and useful one for research on ICT policymaking practice in DCs.
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Hasan, Md Zahid. "Social Equity and Integrity through ICT: A Critical DiscourseAnalysis of ICT Policies in Bangladesh." Thesis, Uppsala universitet, Institutionen för informatik och media, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-169139.
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Information Communication Technology (ICT) is in the discourse of international development,which is often considered as the key to socio- economic development in the sense that it helps tosolve social problems and increases the rate of economic growth. ICT policies are situated in thiscontext. Many international agencies advocate certain policies in order to accelerate economicgrowth and development in so-called developing countries. In 2009, Bangladesh enacted itsNational ICT Policy setting a broad vision to establish a transparent, responsive and accountablegovernment; developed skilled human resources; and to enhance social equity through anextended use of ICT. Following this vision multiple objectives have been addressed where socialequity and integrity are prioritized in the name of developing a socially equitable and integratedsociety through ICT. The research task of this work is to analyze the discourse of this strategyand to compare it to social reality. The ‘Theory of Communicative Action’ (TCA), which isbased on the four validity claims - truth, legitimacy, sincerity, and clarity - is used to demonstratehow social equity and integrity are addressed as objectives and what claims are made in theaction items with regard to these two objectives and how far such claims reflect social reality.Keywords:Information Communication Technology (ICT), National ICT Policy, Social Equity, Integrity,Communicative Action Theory, Critical Discourse Analysis, Validity Claims, ICT4D, CriticalTheory, Critical Information Systems research.
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Timová, Petra. "Virtuální vzdělávání v oblasti IS/ICT." Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-10457.
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My thesis is focused on problems of the e-learning in the world (especially with the situation in USA and Europe) and with the situation in Czech republic. The thesis is devided into several parts. The first part is the theoretical introduction. On this place I focus on positive and negative aspects of e-learning, the content and the advantages and disadvangetes of e-learning in constrast with the classic teaching. Technological aspect is very important too, because there is a progress in this area both the technological and organizational view. By studying the theoretical information a reader can get a solid base on the e-learning problems. In the second part of the text, I describe the present situation in this area. Especially the situation in Europe and in North America (Canada and USA). The third part of the text is devoted to the situation on the education systém in Czech republic. I am interested in the situation on primary, secondary and tertiary education. The importance is concentrated also on the legal regulations. In the last two paragraphs, I am interested in the analysis of the Faculty of informatics and statistics, the University of Economics, Prague faculty. I am trying to answer the question if it is possible to establish e-learning on this faculty.
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Lam, Mei-yu. "The attitudes of teachers towards ICT in boys' home /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25473992.
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Thompson, Sheryl S. "ICT Adoption by Jamaican SMES : Policy and Firm Level Perspectives on Managed Interventions." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504205.
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Koen, Ruan. "ICT readiness for business continuity in local government." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/7025.
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Information and Communication Technology (ICT) has evolved into a pervasive commodity in modern enterprises. ICT enables enterprises, regardless of sector, to achieve their strategic objectives. Similarly, ICT is regarded as a critical enabler in South African municipalities to reach their objectives and ultimately deliver sustainable services to their communities. This dependence on ICT, therefore, necessitates a resilient ICT environment where minimal disruption to ICT is a primary goal. Unfortunately, as reported by the Auditor-General of South Africa, the majority of South African municipalities are neglecting to address the continuity of their ICT services. Failing to implement adequate ICT continuity controls restrict these municipalities from achieving their strategic goals and, as a result, fulfilling their constitutional mandate of service delivery. It is, therefore, the objective of this study to devise a method, consisting of a theoretical foundation and a supporting tool-set, to assist municipalities in addressing a real-world ICT continuity problem. This method aims to be scalable and usable within different municipalities, and be simplistic and comprehensible enough to implement. The theoretical foundation will introduce the concept of ICT Readiness for Business Continuity, based on the recommendations of international best practices and standards, for example, the ISO 27031 (2011) standard. Furthermore, by considering various challenges within local government, the tool-set will ultimately help municipalities to help themselves in this regard.
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Vrbka, Jan. "Analýza vzdělávacích portálů pro oblast ICT profesí." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-114138.
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This diploma thesis deals with electronic educational portals and their applicability in the area of ICT. The aim is to determine key knowledge and skills of ICT professionals and assign those to courses from educational portals. The work is divided into theoretical and practical part. The theoretical part consists of definitions of issues elaborated in this work. The particular attention is paid to education and e-learning. Practical part seeks to match key professional knowledge and skills with each ICT professions. In this part graduates'depth of knowledge and skills required by employers are also described. The employers' requirements date to years 2006 and 2010. In the end of the thesis educational portals with most extensive supply of ICT courses in the Czech Republic are listed. From the supply of portals are chosen those courses which follow the knowledge from previous chapters. Consequently, these portals are compared.
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Cetinkaya, Yalcin. "Information And Communication Technology Education In Primary Schools: Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610180/index.pdf.
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This study aimed to provide a general picture of ICT education in primary schools. Through this aim, students&rsquoperceived ICT competencies, their attitudes towards the ICT course, the characteristics of the teaching-learning process in the ICT course, the deficiencies of the IT classrooms and the effectiveness of the ICT Student Workbook were analyzed. This study was designed as a cross-sectional survey study. In order to collect the data, a self-reported questionnaire consisted of 63 items was developed by the researcher. The sample consisted of 442 Grade 8 students in 11 primary schools located in the metropolitan area of Izmit. Both descriptive and inferential statistics were utilized to analyze the data. Multivariate Analysis of Variances with Pillai&rsquo
s Trace test was employed to investigate whether the significant differences among dependent variables across independent variables existed. Results of the study indicated that primary school students generally perceived themselves competent in ICT tasks and they had favorable attitudes towards the ICT course. Significant differences were found in students&rsquo
perceived ICT competencies and attitudes with respect to gender, educational background of parents, computer ownership and availability of home assistance related to the ICT course. This study also revealed several obstacles which prevent taking full benefits of IT classrooms, and problems with the implementation of the new ICT program.
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Wong, Shuk-ching. "Improving ICT use in a primary school." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40040069.
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Oates, Lauryn. "ICT, multilingual primary education and classroom pedagogy in Northern Uganda." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43120.
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The goal of achieving Universal Primary Education (UPE) has found resonance throughout Africa as governments embark on ambitious development agendas, and in Uganda specifically. Yet, arguably the fundamental prerequisite for attaining quality UPE, literacy, has had limited success: one in three Ugandans cannot read or write in any language. Illiteracy is especially acute in post-conflict Gulu, in the north, illustrative of how closely intertwined human security is to the ability to offer relevant, culturally appropriate and high quality education. Some argue that the poor progress on raising literacy levels is a consequence of education systems’ disconnections from the cultures of their learners (Prah 2008), including quality multilingual education. The need to integrate the mother tongue into the classroom, including into second language learning is well established (Cummins 1981, 1993; 2000; Egbokhare 2004; Garcia, 2009). Identifying the best tools to accomplish this in African contexts, particularly where conflict is a factor, however, is much less well explored. This research seeks to understand how Gulu's primary teachers can use specific information communication technology (ICT) tools to support teachers who are struggling to teach the mother tongue with limited traditional literacy resources. It forms part of a larger project led by Dr. Bonny Norton, Dr. Maureen Kendrick and Dr. Margaret Early, to address language and literacy challenges in diverse African communities. In particular, this study serves as a response to the finding (Mutonyi & Norton, 2007) that ICTs offer untapped potential to raise learning outcomes.
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楊志強 and Chi-keung Yeung. "Factors affecting teacher's attitude and integration of ICT in education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256545.
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Yeung, Chi-keung. "Factors affecting teacher's attitude and integration of ICT in education /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24700708.
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Dalvit, Lorenzo. "Multilingualism and ICT education at Rhodes University: an exploratory study." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003556.
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In South Africa, the linguistic hegemony of English over the African languages in the academic field reproduces unequal power relationships between their speakers. The present study shows that an intervention shaped by a counterhegemonic ideology can change the attitudes of Black university students, key players in spearheading social change. Usign statistical analysis and survey methodologies, this research explored the hegemonic role of English as the only language of learning and teaching (LoLT) in the discipline of Computer Science (CS) at Rhodes University. The study found that those speakers of an African language who are the most disadvantaged by the use of English as LoLT are also the most likely to resist a more extensive use of their mother tongue as an alternative. A group of such students were involved in the development and use of an online glossary of CS terms translated, explained and exemplified in an African language (isiXhosa). This experience increased the support for the use of African languages as additional LoLT, even in the Englishdominated field of study of Computer Science. This is an initial step towards promoting linguistic equality between English and African languages and social equality between their speakers.
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Mahleza, Nomfundo. "ICT and education in a less privileged school of NMBA." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/6237.
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Today’s society requires citizens to have a greater knowledge of information technology (IT) than in previous decades. Strategy programs at a national level define the skill needed in an information society and encourage people to learn these skills (Ministry of Education, 2004). In order for everybody to have the opportunity to learn the basics of the new technology, computer science should be included in general education. The development of technology, like Information and Communication Technology (ICT) has turned the world into a global village (Hashem, 2006). The key instrument in this globalisation is the personal computer. Computer–mediated communication is increasingly becoming the dominant means of communication, particularly in the developed and in some developing countries (Adebisi, 2008). In a developing country, ICT is one of the prime ingredients for development. This generally means improvement of people’s lifestyle through improved education, income, skills development and employment. Development should now also be viewed as a multidimensional process involving major changes in social structures, popular attitudes and a national progression of life from unsatisfactory to satisfactory (Servaes, 1999). Since one of the goals of education is to prepare students for work and citizenship, schools are attempting to change their policies, practices and a curriculum to meet the challenge of making pupils ready for a future quite different than the immediate past (Turker & Codding, 1998). The integration of ICT into the teaching and learning environment in secondary education in Port Elizabeth could change learning and teaching attitudes of learners and teachers and help to prepare them for future challenges. However, the success of this integration will depend on how the learners and teachers adapt to the changes and whether they can make ICT technologies part of their daily life. As it is, there is little or no information available regarding the extent of current ICT usage and access in these secondary schools. The research focuses on the availability, usage and the impact of ICT in education, particularly at a secondary school in the poverty-stricken area of Zwide in Port Elizabeth.
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林美如 and Mei-yu Lam. "The attitudes of teachers towards ICT in boys' home." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256326.
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Sharif, Mymoena. "A framework for e-skills policy-making in South Africa." Thesis, UWC, 2013. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1029_1395915694.
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The development of the Internet and other information and communication technologies (ICT) in recent decades represents a material foundation for a networked society and the emergence of new economies (Knowledge Society) and is now directly affecting individuals and whole societies. ICT is now an indisputable component of addressing the major issues of equity, sustainability and global competitiveness. Being still in its early developmental phase in many developing countries (such as South Africa), Knowledge Society requires profoundly new ways of thinking, working and living, which includes building of new capacities for the entire nation. These capacities are inter alia inevitably associated with the use of ICT and are often referred to as e-skills. These skills broadly described as the ability to develop and use ICT to adequately participate in an environment increasingly dominated by access to electronically enabled information and a well-developed ability to synthesise this into effective and relevant knowledge. ï· To understand the theoretical and contextual background of policy-making
ï· To explore existing policy-making frameworks that might be relevant to e-skills policy-making ï· To identify and classify e-skills related elements obtained from pertinent literature ï· To verify these policy-making elements by interviewing experienced policy-makers in the fields of ICT and e-skills ï· To suggest a framework for e-skills policy-making in the South African developmental context ï· To explain the use of the elements within the proposed e-skills policy-making framework. These objectives were achieved by reviewing the pertinent literature, which led to the construction of the conceptual model for e-skills policy-making in South Africa. This model consists of eight elements: (i) Context-related awareness, (ii) Collaborative e-skills ecology, (iii) Excellence education for all, (iv) Futures of ICT capabilities and knowledge infrastructure, (v) Research and development, (vi) Cost and affordability, (vii) E-inclusion and (viii) Monitoring and evaluation. This model was subsequently empirically tested using the Interpretive hermeneutic research approach by interviewing a number of policy-makers in the fields of e-skills or broader field of ICT policy-making. The empirical findings confirmed validity of the above e-skills policy-making elements but also elicited two new elements: (ix) Integration and systemic approach and (x) Aggregation. Consequently, these elements were assembled together into a framework for e-skills policy-making in South Africa. In order to make the proposed e-skills policy-making framework operational, the next step of this study was to relate this framework to the policy-making processes. This was done by positioning elements of e-skills policy-making framework within the EU "
In order to address a considerable deficiency in e-skills (estimated shortage of 70000 e-skilled people), the South African government through the Department of Communication has established the e-Skills Institute (e-SI) with the mandate to concentrate on the development of adequate skills to allow its citizens to improve their capacities to use all forms of ICT at work, in their education, in their personal lives and in their governance. In this regard, the e-SI is also responsible for creating appropriate policies which should be linked to other relevant national (e.g. Medium Term Strategic Framework (MTSF), 2009 &ndash
2014) and international (e.g. UN Millennium Development Goals - MDGs) developmental strategies. However, while participating in the development of the current national e-skills policy (the National e-Skills Plan of Action &ndash
NeSPA1), the author realised that there were not readily available guidelines or frameworks that could advise policy development in this area. It seems that much space in the policy development is left to the policy-makers own values, experience, expertise, judgement, the influence of lobbyists and pressure groups, pragmatism, or based on the resources available, than on evidence. Thus, this study set the following objectives:
and
Policy making 3.0"
process model. The main contribution of this study is seen in the fact that it brings a novel e-skills policy-making framework particularly design for the South African context but keeping in mind that it can possibly be used in other similar developing countries. Theoretically, this study has added to the academic understanding of significance of certain concepts for e-skills policy-making derived from the pertinent literature but
also those identified empirically by this research. Now this study can be used for a practical implementation and also as a base for further academic research. This study also has some limitations mainly seen through a fairly small research sample caused by absence or unavailability of experienced policy-makers. However, it is believed that this limitation did not limit validity of results and the practical and academic contribution of this study.
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Zain, Muhammad Zaini Mohd. "The 'smart school' initiative : a case study of ICT policy implementation in Malaysian schools." Thesis, Cardiff University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418740.
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Makoza, Frank. "Power relations among stakeholders in the implementation of national ICT policy: case of Malawi." Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25349.
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Purpose: Recent years have seen a growing number of low-income countries formulating and implementing national Information and Communication Technology (ICT) policies with the aim of supporting their socio-economic development agendas. For the majority of these countries, this exercise has been fraught with numerous challenges such as lack of resources; limited support for legal and regulatory frameworks; over-dependence on donors; lack of expertise; lack of implementation strategies; lack of policy championship; and limited participation of stakeholders. Consequently, the intended policy outcomes have not been adequately realised. To mitigate some of the challenges, there have been calls for promotion of more inclusive stakeholders participation in the formulation and implementation of national ICT policies. However, stakeholder participation may not be a silver-bullet to addressing policy implementation challenges since participation itself may be beset with power relations due to differences in beliefs, norms and values of the stakeholders themselves. The study analyses how power relations among stakeholders affect implementation of the national ICT policy. Using the case of Malawi, this study focuses on the implementation of national ICT policy in the context of a developing country. Research methodology: The study was premised in a critical research paradigm and used Critical Social Theory to analyse the interactions and practices of policy stakeholders in the execution of activities for the national ICT policy. The study analyses policy documents and interviews to highlight issues of domination, exclusion and assumptions in the national ICT policy implementation. Key findings: Power relations affected the recruitment and the implementation of the ICT policy. The government controlled the recruitment of stakeholders in the national ICT policy, however, other stakeholders demanded their inclusion in the policy implementation network. The recruitment process resulted in the membership in policy implementation network was elitist. The stakeholders had different interests in the policy and some performed multiple roles in policy implementation activities. The stakeholders mobilised and used different forms of resources to advance their interests in policy implementation activities. The differences in access to resources and capacity to mobilise these resources (legal, financial, information, human capacity) among the stakeholders led to power relations challenges. However, the exercise of power led to the circulation of power among the stakeholders and affected the policy implementation activities such as institutional settings, collaborations among stakeholders, coordination of policy and oversight of the policy. Power relations, to some extent, supported the dominant discourses that shaped the policy implementation to focus on demand perspective of ICTs, including ICT infrastructure initiatives, legal and regulatory frameworks. Value of the study: The study contributions are twofold: First, the study suggests theoretical propositions for explaining power relations among stakeholders in the implementation of national ICT policy; and second, the study makes recommendations for policymakers and actors in Malawi where there is urgent need to address socio-economic challenges and to improve the well-being of citizens using ICTs.
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Reinke, Guido. "The European information society : governance and decision-making process for ICT policy and standards." Thesis, Royal Holloway, University of London, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676905.
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Shih, Meilun. "Influences of information and communication technology (ICT) on occupational socialization of novice teachers." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3177637.
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Thesis (Ph.D.)--Indiana University, School of Education, 2005.Title from dissertation home page (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1622. Chair: Ellen Brantlinger.
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Westgate, Barbara Frances. "Education law and policy." Thesis, Boston University, 2006. https://hdl.handle.net/2144/27795.
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Boston University. University Professors Program Senior theses.PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02
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Okumu, Tito Oyana. "The role of ICTs' in field supervision of undergraduate students at Makerere University: an activity theory system perspective." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14010.
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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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Monyemangene, Regina. "High access to and low use of Information Communication Technology : a case study of students in higher education institutions in South Africa." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12022.
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Includes bibliographical references.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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Zeininger, Christian. "Economically and academically disadvantaged young people striving to be computer literate in Mozambique : unfolding learner agency in constraining conditions." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/12800.
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Includes bibliographical references (leaves 93-99).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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Fagan, Dominique. "Social construction of pedagogical ICT discourse: the case of a university of technology in South Africa." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12888.
Full textAbstract:
Includes bibliographical references.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.
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Ezer, Jonathan Frederick. "The interplay of institutional forces behind higher ICT education in India." Thesis, London School of Economics and Political Science (University of London), 2006. http://etheses.lse.ac.uk/1831/.
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For several years, academics have debated the extent to which ICTs (Information and Communication Technologies) can help poor people in developing countries. The conversation contains diverse views, yet education is always given a prominent role. Education helps shape how people think about technology and in turn, how the technology is used. This dissertation examines how the idea of ICTs is constructed at Indian universities, and how this process is impacted by institutional forces. The research findings indicate that for a variety of reasons, higher ICT education in India is markedly Western-focused, instrumental and technocratic. These characteristics of higher ICT education in India are impacted by a process that can be described as institutional collaboration - several diverse institutional forces are acting in ways that are coherent and mutually reinforcing. This institutional field can be theorised in many ways, some more appropriate than others. The findings fit well with neo-institutional theory but do not fit equally well with discourses of Development. The findings are particularly commensurate with Angell's theory of the Information Age, characterised by a looming conflict between Old and New Barbarians.
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Yang, Hao. "ICT in English schools : transforming education? : a literature review-based investigation." Thesis, University of East Anglia, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543375.
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In 1997, the British New Labour Government launched an initiative called the National Grid for Learning (NGfL) to modernise primary and secondary schools in England with Information and Communications Technology (ICT), expecting that technology would `transform education' (DfEE, 1997, foreword by the former Prime Minister Tony Blair). A decade later, in 2008, Harnessing Technology Schools Survey 2008 (Becta, 2008b, p. 7), a government-sponsored nation-wide investigation, concluded that there had been `good progress... but no transformation'. This thesis is an attempt to explore what educational transformation is expected from integration of ICT, why educational transformation has not occurred so far and a possible direction towards which teachers, school leaders and policy-makers shall proceed to fulfil this aim. The research methodologies include literature review of government documents, surveys and academic research and an empirical study based on interviews with 8 PGCE tutors. Having defined the purpose of transforming education as developing learner-oriented pedagogy and personalised learning with ICT, my review of literature identifies various factors as important for sustaining the desired transformation. This requires better logistical support in schools in terms of ICT funding, coordinated access, collaboration and innovation. My review of literature particularly highlights subject paradigms and teachers' personal pedagogical beliefs as key elements in enabling transforming education with ICT. This implies, as discussed in my report of the empirical study, a curriculum-assessment institution that represents different paradigms in a balanced way and adequate teacher training that includes good role modelling and subject-specific training. Furthermore, evidence of the limitations of the traditional top-down approach to ICT funding, curriculum delivery and teacher training in achieving educational transformation suggests that a bottom-up approach might have a better chance of harnessing technology's educational potential
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Chung, Hyunsook. "Governmentality in educational development : education, development and the role of ICT." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/556102/.
Full textAbstract:
Contemporary discourse in the related fields of education and development are increasingly dominated by notions of the knowledge economy, global competition, market compatibility, privatisation, performativity and entrepreunership. These dominant notions or imaginaries, proliferating through discourse across the world, impact on how we think about education and development and how thoughts are materialised in our everyday actions. Drawing on a Foucauldian approach to discourse analysis, this thesis problematises these inconspicuous, taken-for-granted notions, to make them visible and tangible, and to interrogate their role as mechanisms of discourse formation. It traces how such notions are manifested through the rhetorics, structures and trajectories of some instances of ‘education for development’. It works towards a better understanding of how the apparent post-WW2 neoliberal consensus has framed, transmitted and ratified these globalised and globalising discourses, and changed the dynamics of our social construction as citizens of a [post]modern globalised world, through the constitutive power of governmentality. Recent developments in ICT and digital education technologies have contributed to transfers or mobility of global education policies and a widening technologisation of educational systems. The thesis argues that these changes have been fuelled by transnational development programmes, such as Official Development Assistance funding, public-private partnership funding, and large scale philanthropy - under the rubric of bridging the digital divide. It further argues that these changes at the level of discourse are formed and sustained through relations of knowledge and power, which serve to legitimate the discourse and, in a kind of strategic game, make its dominant imaginaries appear more real. International policy makers, researchers and consultants are positioned at the centre of production and reproduction of the dominant discourse/s, and the consequent formation of policy and governance. The empirical data for this study comprises interviews with 51 such global knowledge workers, together with the texts of some key national and transnational policy documents. The study shows how these actors have themselves been constructed as subjects in the process of educational globalisation, and how the logic of the knowledge economy has been objectified and naturalised through this technology of the self.