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Information and communication technology as a learning tool : experiences of students with blindness

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dc.contributor.advisor Van den Berg, Geesje
dc.contributor.advisor Nel, Norma
dc.contributor.author Ngubane-Mokiwa, Sindile Amina
dc.date.accessioned 2014-03-11T09:23:59Z
dc.date.available 2014-03-11T09:23:59Z
dc.date.issued 2013-06
dc.identifier.citation Ngubane-Mokiwa, Sindile Amina (2013) Information and communication technology as a learning tool : experiences of students with blindness, University of South Africa, Pretoria, <http://hdl.handle.net/10500/13246> en
dc.identifier.uri http://hdl.handle.net/10500/13246
dc.description.abstract The goal of this research was to explore how students with blindness (SwBs) use information and communication technology (ICT) for learning at the University of South Africa (UNISA). To do this the critical paradigm was used as a way of viewing the educational world. Underpinned by Transactional Distance Theory, Cultural Historical Activity Theory, Universal Design for Learning and Critical Theory, the study was qualitative and used narrative inquiry. The selection of the participants was made through purposive and snowball sampling and data collected through life stories, in-depth and telephonic interviews. The findings culminated in two major findings: 1) the use of ICT for learning; and 2) inclusive digital approaches. The first has emerging themes, for instance, (a) challenges with mathematical, scientific and accounting signs; (b) inability to access graphic learning material; (c) incompatibility of software; (d) lack of timely access to electronic learning materials; (e) high cost of ICT tools; (f) personal computers and laptops; (g) myUnisa and myLife; (h) voice recorders, Brailler, screen readers and videoconferencing; (i) electronic mail (e-mail); and (j) mobile telephones. The themes for the second major finding include: (a) authentic use of student-centred approaches; (b) inconsistency between policy and practice; (c) testing and re-testing of assessment tools; and (d) regular seeking of students‘ views and experiences. The proposed ‗Inclusive Critical use of Technology‘ (ICuT) framework was developed to and can be used as an effective guide if it is foregrounded by applicable distance learning theories and appropriate technologies. The study recommends the use of inclusive and critical approaches when integrating ICT into teaching and learning. en
dc.format.extent 1 online resource (xiv, 212 leaves) : col. ill.
dc.language.iso en en
dc.subject Learning experiences en
dc.subject Technology en
dc.subject Open and distance learning en
dc.subject Blind students en
dc.subject University of South Africa en
dc.subject Student autonomy en
dc.subject Information and communication technology en
dc.subject Distance education en
dc.subject Transactional distance theory en
dc.subject Digital inclusion en
dc.subject Universal design for learning en
dc.subject Student-centred learning en
dc.subject.ddc 371.91150968
dc.subject.lcsh Blind -- Education (Higher) -- South Africa
dc.subject.lcsh Educational technology -- South Africa
dc.subject.lcsh Assistive computer technology -- South Africa
dc.subject.lcsh Distance education -- South Africa -- Computer-assisted instruction
dc.subject.lcsh Education, Higher -- South Africa -- Computer-assisted instruction
dc.title Information and communication technology as a learning tool : experiences of students with blindness en
dc.type Thesis en
dc.description.department Curriculum and Instructional Studies en
dc.description.degree D. Ed. (Curriculum Studies)


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