A cloud adoption framework for South African SMEs
- Authors: Mudzamba, Ronald Ratidzo
- Date: 2020
- Subjects: Cloud computing , Cloud computing -- Security measures , Small business -- Technological innovations -- South Africa -- Eastern Cape , Small business -- Information technology -- South Africa -- Eastern Cape , Information technology -- South Africa -- Eastern Cape , Technology-Organisation-Environment (TOE) framework , Small to Medium Enterprises (SMEs)
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/148574 , vital:38751
- Description: Small to Medium Enterprises (SMEs) have been touted as key enablers to the economic development of most countries. Despite growing evidence that most SMEs fail within their initial years, ICTs have been found to add substantial value in facilitating their success. However, in most developing countries, ICT adoption by SMEs has been plagued with a plethora of challenges ranging from poor electricity supply, high ICT costs, lack of ICT expertise to lack of government support. While this might seem problematic for SMEs, the adoption and the use of cloud services mitigates some of these challenges. The problem, however, is that a limited amount of literature has provided guidance with regard to how the cloud adoption process should be carried out by SMEs. The objective of this research, was therefore, to address this by developing a framework that can be used by SMEs to guide them through the cloud adoption process. To this end, thirteen (13) semi-structured interviews were conducted across nine (9) SMEs in the Eastern Cape. The resultant interview transcripts were analysed using an established thematic approach; the result of which allowed for the development of a rich interpretive narrative about SME cloud adoption. Combined with theory from extant literature, this culminated in the development of a framework for cloud services adoption for SMEs in the Eastern Cape.
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Teachers’ perceptions, experiences and challenges related to using ICTs in teaching Social Sciences in marginalised classrooms in the Eastern Cape Province, South Africa
- Authors: Gunzo, Fortunate Takawira
- Date: 2020
- Subjects: Educational technology -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Social sciences -- Study and teaching -- South Africa -- Eastern Cape , Information technology -- South Africa -- Eastern Cape , Technological innovations -- Employee participation -- South Africa -- Eastern Cape , Teachers -- Attitudes , Technological innovations -- Economic aspects -- South Africa -- Eastern Cape , Technology Acceptance Model , Teacher Cognitions theory
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/146964 , vital:38581
- Description: This study seeks to examine teachers’ perceptions and experiences of using Information and Communication Technology (ICT) in teaching as the basis for actual use in the classroom. I conducted an eclectic study with a multidisciplinary theoretical viewpoint combining theories from Information Technology (IT) and education to examine how perceptions and prior experiences with ICT influence cross-curriculum ICT integration. Specific aspects of five theories and models were used in different phases of this study. I drew on the Technology Acceptance Model (TAM) and Teacher Cognitions theory to understand teachers’ perceptions towards ICT in general and towards ICT in the classroom. The classroom observations were conducted using an observation guide informed by Activity theory. I then utilised the Adoption of Innovation and the Diffusion of Innovation theories to explain why and how ICT was utilised in the classrooms. A mixed methods research approach located within a pragmatic paradigm was chosen. Three data sets were collected. First, a questionnaire of attitudes and perceptions towards ICT was conducted with 183 teachers (mainly working at marginalised schools in the Eastern Cape Province of South Africa). Questionnaire data was analysed using descriptive statistics and a chi-square correlations test. Second, teachers enrolled in an in-service Advanced Certificate in Education specializing in ICT (ACE-ICT) at Rhodes University were supported in planning and implementing an intervention involving the use of a mobile computer lab in rural and peri-urban schools. Three key participants were observed while teaching in class using ICT for the first time and they were subsequently interviewed. Third, drawing from lessons learnt from this experience, students in the in-service education bachelor’s degree in ICT (BEd-ICT) – which replaced the in-service ACE-ICT – were supported and encouraged to experiment with cross-curriculum integration using ICT already at their disposal. Planning and reflections by three in-service BEd-ICT teachers were subjected to theory-based document thematic analysis. Findings indicate that the vast majority of the teachers had positive attitudes towards ICT and perceived ICT as useful, mainly as a productivity tool in teaching. ICT was used mostly for administration, planning and preparation of lessons and not for teaching or as a cognitive tool. Despite all key participants having access to similar ICTs and support, their experiences of teaching with ICT were different based on their personal commitment, access to and frequency of use of ICTs in their personal lives. Teachers who were self-motivated to use ICT in their teaching made efforts to do so regardless of infrastructure and resource challenges they faced at their schools. The main barriers to the use of ICT in the classroom appear to be lack of technical support and time constraints.
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