Impact of Electronic Communications and Transactions Act, No. 25 of 2002 Provision 27 in South Africa Education on Emerging Technologies

2022 ◽  
pp. 226-242
Author(s):  
Nkholedzeni Sidney Netshakhuma
Keyword(s):  
South African ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Electronic Communications ◽  
Online Teaching And Learning ◽  
Form Analysis ◽  
Electronic Filing

This chapter assess the level of South African university implementation of The Electronic Communications and Transactions Act 25 of 2002 (ECTA) provision 27. The literature review from other countries was used as form analysis level of adoption of electronic filing. The research found that South African universities adopted information communication technologies; however, most students and academics were unfamiliar with ECTA provision 27 on filing in an electronic environment. Non-compliance with the ECTA is instrumental towards the lack of providing online teaching and learning. The researcher recommends universities to develop an ECTA implementation plan to improve filing on electronic records filing.

Network-Based Continuous Education Opportunities

2014 ◽  
pp. 117-134
Author(s):  
Edita Butrimė ◽  
Vaiva Zuzevičiūtė
Keyword(s):  
Teaching And Learning ◽  
Communication Technologies ◽  
Professional Activity ◽  
Information Communication Technologies ◽  
Full Potential ◽  
Information Communication ◽  
Educational Support ◽  
University Teachers ◽  
E Learning ◽  
Almost All

The purpose of this chapter is to analyze and present theoretical and empirical findings about the ways that teachers in Higher Education (HE) interpret the role of ICT for their professional development both as teachers in HE and as medical professionals in some cases. Two research questions were formulated: 1) Why is the employment of technologies fully accepted and promoted in almost all aspects of professional activity, but employment of ICT for teaching and learning at HE is not always used to its full potential? 2) What (if any) educational support is needed for university teachers to use available e-learning opportunities for their own development as teachers to a greater extent? Educational support for university teachers to use contemporary information communication technologies and network provisions more effectively for their competence development are presented.

Facilitating Consumers' Adoption of E-Government in South Africa

2019 ◽  
pp. 243-265
Author(s):  
Richard Shambare
Keyword(s):  
South Africa ◽  
South African ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Supply Side ◽  
Information Communication ◽  
Review Of The Literature ◽  
Government Programs ◽  
Governance Systems ◽  
The Government

This chapter examines the diffusion and adoption of electronic governance systems (e-government) in South Africa. The purpose of the chapter is to determine how the supply side in South Africa has facilitated consumers' adoption of e-government. To achieve this objective, an extensive review of the literature encapsulating e-government, South African public services, information communication technologies (ICTs), and commerce was conducted. Findings revealed interesting results. First among many was that e-government is viewed by the government as a panacea to a plethora of socio-economic problems facing the country. It was further revealed that e-government initiatives at the municipality level are quite instrumental in driving the e-government agenda in South Africa. Of note, municipalities have rolled out various e-government programs. As a result, the country's overall e-government rankings were observed to have significantly improved in the recent past. The chapter concludes by highlighting several opportunities through which e-government could be further strengthened.

Academics’ ICT Capabilities in a New Educational Paradigm in Developing Countries

2013 ◽  
pp. 18-32
Author(s):  
Agnes Chigona ◽  
Rabelani Dagada
Keyword(s):  
Developing Countries ◽  
Teaching And Learning ◽  
New Technologies ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Tertiary Institutions ◽  
Educational Paradigm ◽  
Effective Use ◽  
New Education

Tertiary institutions in the developing countries are investing a lot in equipping their institutions with Information Communication Technologies (ICT) for teaching and learning. However, there is still a low adoption rate in the use of the new technologies among many academics in these countries. This chapter aims at analysing the factors that impact on the academics’ effective use of ICTs for teaching and learning in the new education paradigm. Sen’s Capability Approach was used as a conceptual lens to examine the academics’ phenomena. Data was collected through in-depth interviews. The analysis of the findings has shown that individual, social, and environmental factors are preventing some academics from realising their potential capabilities from using the new technologies. It is recommended, therefore, that institutions in the developing countries should look into, and deal with accordingly, the conversion factors that are impacting on the academics’ capabilities when utilising the new technologies.

scholarly journals Teaching and Learning Foreign Languages with ICT

2016 ◽  
Vol 21 (1) ◽  
pp. 21-27
Author(s):  
Alina Negoescu ◽  
Simona Boştină-Bratu
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Foreign Languages ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Learning And Teaching ◽  
Language Class ◽  
Information And Communication

Abstract The use of information and communication technologies (ICT) in teaching and learning foreign languages has risen sharply among the educational community. Teachers access and implement innovations without always realizing their full implications for them and their students. However, this is not necessarily a negative thing, because if no one used innovations, little progresses would be made and there would be nothing to evaluate. The article presents certain features of ICT that can be used to good advantage in a rich learning environment, and the use of video as an ICT tool in the foreign language class. The paper also discusses the role of the teacher in implementing technologies and we argue that it is the teacher, not the technology who determines the quality of the learning and teaching. There are people who are afraid that the teacher’s role would be compromised if we integrate information communication technologies in education; however we militate for a ‘techno-humanistic’ system, in which teachers, learners and technology would form a lasting meaningful alliance.

Consumer Adoption of E-Government in South Africa

2020 ◽  
pp. 2082-2110
Author(s):  
Richard Shambare
Keyword(s):  
South Africa ◽  
Public Sector ◽  
South African ◽  
Public Services ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Extensive Review ◽  
Information Communication ◽  
Review Of The Literature ◽  
Governance Systems

This chapter examines South African consumers' patterns of adoption of electronic governance systems. Three elements related to e-government adoption are examined. Firstly, the development of e-government in South Africa is explored. Secondly, the chapter investigates the barriers constraining the public's utilisation of e-gov. Thirdly, suggestions on how e-government initiatives could be better aligned to the Principles of Batho Pele, or people-centred governance, are proffered. To achieve the first objective, an extensive review of the literature encapsulating e-government, South African public services, information communication technologies and commerce is conducted. To achieve the second objective, a survey of 349 consumers from two South African provinces was conducted to explore barriers associated with e-gov adoption. Findings show that although the Batho Pele Principles are pronounced in public sector organisations' missions, their implementation within e-gov still remains a challenge. A plethora of challenges were observed to retard e-government adoption.

Consumer Adoption of E-Government in South Africa

2016 ◽  
pp. 190-217 ◽  
Author(s):  
Richard Shambare
Keyword(s):  
South Africa ◽  
Public Sector ◽  
South African ◽  
Public Services ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Extensive Review ◽  
Information Communication ◽  
Review Of The Literature ◽  
Governance Systems

This chapter examines South African consumers' patterns of adoption of electronic governance systems. Three elements related to e-government adoption are examined. Firstly, the development of e-government in South Africa is explored. Secondly, the chapter investigates the barriers constraining the public's utilisation of e-gov. Thirdly, suggestions on how e-government initiatives could be better aligned to the Principles of Batho Pele, or people-centred governance, are proffered. To achieve the first objective, an extensive review of the literature encapsulating e-government, South African public services, information communication technologies and commerce is conducted. To achieve the second objective, a survey of 349 consumers from two South African provinces was conducted to explore barriers associated with e-gov adoption. Findings show that although the Batho Pele Principles are pronounced in public sector organisations' missions, their implementation within e-gov still remains a challenge. A plethora of challenges were observed to retard e-government adoption.

CLIL Approach and Educational Technologies

2020 ◽  
pp. 224-239
Author(s):  
Assunta Tavernise
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Educational Technologies ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Educational Approach ◽  
Innovative Methodology ◽  
Italian Context

CLIL (content and language integrated learning) is an educational approach in which a foreign language is used for the teaching and learning of content and language. The Council of Europe has fostered it as an innovative methodology for promoting plurilingualism and raising the quality of school curricula. Furthermore, in European Commission's reports, the use of educational technologies in CLIL approach has been recommended for improving the effectiveness of language learning. In this work, a study on the integration of different activities in CLIL settings as ClassLabs is presented, underlining the significant link between CLIL and information communication technologies in the Italian context. In particular, in the promoted technology-enhanced environments, the combination of videos, online exercises, and the production of multimedia artifacts is proposed in order to make enjoyable the acquisition of cross skills. CLIL teacher profile is also introduced, specifying the different skills and competences a teacher must develop in order to be fully qualified in a CLIL ClassLab.

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