Towards a Resilience Framework for Integrating and Using Mobile Technologies in South African Public Rural Schools: Theoretical Considerations

2020 ◽  
pp. 127-140
Author(s):  
Sifiso Dlamini ◽  
Marita Turpin
Keyword(s):  
South African ◽  
Rural Schools ◽  
Mobile Technologies ◽  
Resilience Framework ◽  
Theoretical Considerations

scholarly journals A South African university’s readiness assessment for bringing your own device for teaching and learning

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Nkqubela Ruxwana ◽  
Mncedisi Msibi
Keyword(s):  
South African ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Single Case ◽  
Developed Countries ◽  
Ease Of Use ◽  
Mobile Technologies ◽  
Bring Your Own Device ◽  
Relative Advantage ◽  
Enabling Factors

Background: The use of mobile devices for education is rapidly growing, and it is a global phenomenon. The trend of bringing personal mobile devices for learning using the institution’s network to access data and other academic material is referred to as bring your own device (BYOD). Most universities in developed countries have implemented this phenomenon to enhance education. However, the rate of BYOD adoption in developing countries is lagging even though the majority of students and staff already own one or more mobile devices and are using them for personal and educational purposes. Objectives: The study determines the readiness of a South African university to adopt BYOD for teaching and learning. Moreover, the article presents the enabling factors and barriers of BYOD adoption within the university. Method: The study followed an interpretivist philosophical stance. A qualitative single-case study was used. Data were collected through questionnaires and thematic analysis was applied. Results: The BYOD readiness levels are low and are hampered both by organisational and technological factors. Key barriers include lack of comprehensive policies to govern the use of these devices, lack of infrastructure, limited top management support for innovations and security complexities, while the key enabling factors included accessibility to mobile technologies, ease of use, relative advantage and convenience. Conclusion: Bring your own device offers a suitable platform for mobile-learning (m-learning) in universities. Consideration of the readiness factors, such as adoption strategy, implementation plans, security and device management, skills development, and measures of discipline, is essential.

Using TV White Spaces and e-Learning in South African rural schools

2015 ◽  
Author(s):  
Moshe T. Masonta ◽  
Tlou M. Ramoroka ◽  
Albert A. Lysko
Keyword(s):  
South African ◽  
Rural Schools ◽  
Tv White Spaces ◽  
White Spaces ◽  
E Learning

scholarly journals Management of School Infrastructure in the Context of a No-Fee Schools Policy in Rural South African Schools: Lessons from the Field

2013 ◽  
Vol 8 (5) ◽  
Author(s):  
Ramodikoe Nylon Marishane
Keyword(s):  
South African ◽  
Delivery System ◽  
Rural Schools ◽  
Qualitative Method ◽  
The South ◽  
African Education ◽  
Rural South ◽  
South African Education ◽  
Education Delivery ◽  
Depth Interviews

This study examines the management of school infrastructure in the context of the “no-fee schools” policy introduced in the South African education delivery system. Focusing on four rural schools, the study applied a qualitative method, which involved observation of infrastructure conditions prevailing at four selected schools and in-depth interviews held with their principals. The study has found that though the no-fee policy has come to relieve poor parents of the burden of paying school fees, it does not help schools in addressing their infrastructural challenges.

PATCHWORKED MEDIA: MOBILE DEVICES AND CREATIVE PRACTICE IN CAPE TOWN, SOUTH AFRICA

2020 ◽  
Author(s):  
Marija Anja Venter
Keyword(s):  
South Africa ◽  
South African ◽  
Mobile Devices ◽  
Low Income ◽  
Cape Town ◽  
Mobile Technologies ◽  
Global Network ◽  
Material Reality ◽  
Development Trajectories

There has been a recurring narrative in research that revolves around mobile technologies and society, particularly in relation to Africa: that these technologies have the potential to reconfigure and revolutionise the development trajectories of entire countries (Donner & Locke, 2019). But if these narratives are to be the case, then, indeed, the role that mobile devices can play in production (in this case of art, media, and design) is going to have to be something that allows people in the global South to earn a living. This paper presents an exploration of the creative practices, with a focus on mobile creative practices, of a cohort of Extended Curriculum Program (ECP) Visual Design students from a university in Cape Town, South Africa (2014). All of these students came from low-income, resource constrained contexts in the townships that surround Cape Town. In questioning whether mobile technologies can help young South African creatives forge careers or attain resources that could help them do so, the role of mobile technologies is complicated. While these devices offer new emerging creative affordances, and in some cases, can offer means to generate income, the material reality is a different story. I conclude by arguing that instead of these devices offering access to a global network, they, at best, provide the means for young creatives, such as those featured in this study, to a forge a media patchwork.

scholarly journals A Comparative Study on South African Users’ Perception to Use, Choose, and Purchase a Smartphone Device through the Lens of the Social Shaping of Technology (SST) Theory

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Lufungula Osembe
Keyword(s):  
Social Networks ◽  
South African ◽  
Social Networking Sites ◽  
Research Method ◽  
Quantitative Research ◽  
Mobile Technologies ◽  
Social Shaping Of Technology ◽  
The Social ◽  
Social Shaping ◽  
Analyse Data

Mobile technologies are increasingly making important contributions to the lives of many users. Various factors are said to influence the decision of users to remain connected and be in constant interaction with other users from the same or different social networks. This paper used the Social Shaping of Technology (SST) theory to assess the influence of users’ social networks on their decision to use, choose and purchase a smartphone device. The study used a quantitative research method to analyse data. Data were collected from a sample of young adults aged between 15 and 35 years residing in Durban, South Africa. The study revealed that social networking sites influence users’ decision to use, choose, and purchase a smartphone device. The findings also revealed factors that are perceived as influential in the perceptions of users about their social networks and their interactions with users from the same social networks.

scholarly journals IMPROVING ACADEMIC ACHIEVEMENT OF SCIENCE LEARNERS IN RURAL SCHOOLS THROUGH ASSESSMENT PRACTICES: A SOUTH AFRICAN CASE STUDY

2016 ◽  
Vol 15 (4) ◽  
pp. 523-531
Author(s):  
Rekai Zenda ◽  
Johanna G. Ferreira
Keyword(s):  
Academic Achievement ◽  
Activity Theory ◽  
South African ◽  
Rural Schools ◽  
Science Achievement ◽  
Physical Sciences ◽  
Informal Assessment ◽  
Key Issues ◽  
Group Interviews

This research was embarked on to explore the underperformance of Physical Sciences learners and the subsequent increasing unpopularity of the subject in South African rural schools. As poor academic achievement in science is a concern in many countries and not only in South Africa, qualitative research was undertaken to determine whether assessment can contribute to the improvement of learners’ academic achievement in this particular school subject. The research uses the Cultural and Historical Activity Theory as theoretical lens to analyse how assessment can improve the academic achievement of learners. Data were collected by means of face-to-face interviews with teachers, school principals and subject advisers, the “community” as advocated by the Activity Theory, while focus-group interviews were held with the learners who are the “subjects” in the Activity Theory. Verbatim findings highlight the views of participants and reveal that though efforts are made to incorporate a variety of informal assessment methods, key issues such as poor formulation of questions, weak comprehension skills and unsatisfactory interpretation of questions, remain a problem. Based on these findings, recommendations for improvement are proposed. Key words: case study; improving science achievement; physical sciences assessment; rural schools

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