http://hdl.handle.net/11189/628 Wed, 12 Aug 2026 10:52:37 GMT 2026-08-12T10:52:37Z http://hdl.handle.net/11189/10297 Title: A strategy development framework for educational technology: an integrated design science research and modified Delphi approach Authors: Hugo, Jorietha; Callaghan, Ronel; Cronjé, Johannes C. Abstract: Emerging technologies are transforming educational practices, but successful integration requires improving the quality and efficiency of learning. New technology emerges in hype cycles but adoption and performance lag over time. A strategy development framework is needed for decision-makers to understand the complex interaction of all the factors to consider when making new technology investments. The research explores how strategy development occurs through the dynamic interaction of strategy with learning, and technology integration. It analyses the key elements of a strategy map for learning with technology and how they influence each other within the overall strategy map. The research design integrated the different cycles of Design Science Research (DSR) with a modified Delphi Technique in two phases of research. During the first research phase, Delphi panel members were interviewed to understand current challenges and practices in learning with technology. The results of the literature review and thematic data analysis from the interviews were used to create a hypothetical strategy map and a strategy development framework, as an artefact, as part of the DSR process. This framework was shared with Delphi members in the second phase of research, and they were requested to evaluate the framework for its fit and utility in similar contexts of learning with technology. The feedback contributed to the refinement of the artefact and highlighted the key operational focus areas for learning with technology. The key operational focus areas identified were the need to increase the basic technology literacy of students and educators, continuous professional development in terms of online pedagogy, and the need for principles in terms of multimedia design. Other focus areas were an online design blueprint and an improvement in learning and teaching experiences through efficiencies and productivity of ed-tech technologies. This study contributes a strategy development framework for educational technology which enhances theories around the analytical and conceptual processes when planning and implementing new emerging technologies in learning. Analytical processes include external and internal analysis and a SWOT analysis of aspects related to learning with technology. Other key outcomes of the study include a hypothetical strategy map for learning with technology which aligns business objectives to a financial, customer, internal business process and learning and growth perspective. Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/11189/10297 2024-01-01T00:00:00Z http://hdl.handle.net/11189/10296 Title: Integration of ICT in schools: Context-Aware ICT Appropriation (CAIA) model Authors: Kennedy, Ian; Cronjé, Johannes C. Abstract: The integration of Information and Communication Technology (ICT) into South African schools is problematic due to access inequalities. This study investigated the dynamics of access to and use of ICT in the context of the COVID-19 pandemic. The qualitative study used a phenomenological approach based on a posthuman philosophical framework and used the Actor-network theory (ANT) as a methodological approach to educational technology. Van Dijk's cumulative access model, combined with Jansen's dimensions of digital inequality, was employed as a theoretical and conceptual framework. ANT was used to identify the various actors involved in the process, to examine their interactions, to understand the use of technology, and to assess their integration into educational practices. The study confirms that access does not follow a simplistic linear progression of continuous phases and proposes the Context-Aware ICT Appropriation (CAIA) model that encompasses a broader contextual approach. This research supports the need for a more complex and nuanced understanding of the multifaceted concept of access to ICT, which more accurately reflects how teachers actively interact with technology in an increasingly technology-driven society. The study has contributed to the theoretical and practical aspects of the field and laid the foundations for future research. It is essential to assess the practical effectiveness and capacity of the CAIA model to overcome the limitations of isolated technology interventions. The researcher advocates for future studies to evaluate the applicability and efficacy of the proposed CAIA model in the real world. Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/11189/10296 2024-01-01T00:00:00Z http://hdl.handle.net/11189/10294 Title: Co-design, with two South African villages, of a prototype for an e-waste management mobile app Authors: Gazana, Odwa; Ngqondi, Thembisa Grace Abstract: Electronic waste (e-waste) contains toxic elements that, if not carefully disposed of, can harm the environment and human health. It is imperative that e-waste is handled in a correct, safe manner. The study engaged with two rural South African villages, Mantunzeleni and Mpeta in the Eastern Cape Province, to determine their current e-waste disposal practices and to co-design a cloud-based mobile application (app) for improved e-waste management. Twenty-six participants, 13 from each village, participated in the study. A focus group discussion with participants explored the communities' existing e-waste disposal behaviours, which were found to be harmful to the environment. Participants were then introduced to, and guided through, the co-design process, which resulted in development of a prototype cloud-based mobile app that would, if implemented, allow households to request the collection of e-waste items by the local municipality. The authors argue that, because of the co-design process, the app (if implemented by the municipality) will be well-suited to the needs of, and widely used by, the two target communities, who will feel a sense of ownership of the technological solution that they helped to create. Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/11189/10294 2024-01-01T00:00:00Z http://hdl.handle.net/11189/10292 Title: Exploring the role of ChatGPT as a peer coach for developing research proposals: feedback quality, prompts, and student reflection Authors: Cronjé, Johannes C. Abstract: This paper describes the results of an archival desk-study that analyzed worksheets produced by four students using ChatGPT as a coach. ChatGPT is a Generative Pre-Trained Large Language model that can write comprehensively in various languages and styles. It was discovered that it could pass university level physics exams and perform at the level of a third-year medical student. Fourth-year students in Information Technology are required to produce a 3000-to-5000-word research report as part of the requirements for graduation, and their first meeting of the year consists of a workshop following the GROW (Goal, Reality, Opportunities, Will) coaching process. Logistical considerations in this predominantly e-learning based course prevented such teamwork. The two-month-old ChatGPT, however, presented an opportunity to determine the extent to which a chatbot could be used as a peer coach. This paper reports on the outcome of an exercise that was given to students as an introduction to their research methodology course. It was found that well-designed prompts were essential and that students should be encouraged to reflect on their interaction with artificial intelligence. Three clear issues emerged from the study: the quality of feedback given by the chatbot, the value of the prompt, and the importance of student reflection. The chatbot, ChatGPT, displays the traditional computer characteristic of garbage in, garbage out and gives the feedback it is programmed to give. The dialogue shows how a student can build up mutual rapport with the chatbot when they adapt their responses to the feedback provided. The critical reflection in shows that it is still the user who should oversee the process and evaluate the feedback. It is recommended that novice research students be given some training in reacting to feedback, developing useful prompts, and engaging in meaningful reflection. Future research would include developing a reflective coach. Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/11189/10292 2024-01-01T00:00:00Z