A framework for mobile digital literacy skills of educators using mobile technology in rural formal education

Information and communication technology (ICT) is considered a vital enabler in the quest to reduce the disparities between the developed and developing world. Developments in mobile technology have dramatically changed the ICT landscape. Mobile cellular technologies have flourished and proliferated more rapidly than any previous technology hitherto and is thus considered, at this time, the most pervasive technology in the world. However, the introduction of mobile ICT in rural formal education is faced with many challenges and ways in which to maximise its usage is still being explored. This research explores mobile digital literacy skills required by a rural educator to successfully integrate mobile technology into the classroom. This exploration used the ICT for rural education development (ICT4RED) project as its case study and added dimensions to the project through the development of a framework for mobile digital literacy skills. ICT4RED was an appropriate case for the exploration as it met the following criteria: educators were using mobile technologies in the classroom, educators had been part of the Teacher Professional Development (TPD) course offered by the ICT4RED project and educators were based in a rural resource-constrained area in South Africa. Questionnaires were used to gain insight into which skills educators rated as most important, and least important, as based on their teaching experience using mobile technologies in the classroom. The work is grounded on an interpretivist research philosophy and followed an inductive reasoning approach. Additionally, the research employed a qualitative method of analysis with a single case study, comprising of two units, facilitating a perspective of the phenomenon. Framework development was enabled through a literature review which assisted in theorising the mobile digital literacy skills. An expert review, followed by a questionnaire driven survey for educators, was conducted. The qualitative analysis revealed that most of the mobile digital literacy skills from literature were important and should be employed. The majority of educators and experts felt that the skills could not be categorised as, due to the lack of resources, most are considered very important. The lack of stable internet connection/s were also considered a major (if not the major) hindrance to successful mobile integration in rural areas. The main research question answered by this study is: How can a framework for educators’ mobile digital literacy skills support educators using mobile technology in formal rural education? The findings of this research should be significant to developers of mobile technology training programmes, as well as educators trying to successfully integrate mobile technology into their classrooms. The framework will enable both trainers and educators to prioritise skills and channel resources into the acquisition of those skills which have been identified as important by this research work.School of ComputingM. Sc. (Computing

Examining computer-based technology skill and academic performance of students in Nigerian universities.

Doctoral Degree. University of KwaZulu-Natal, Durban.The introduction of blended learning into face-to-face classroom teaching and learning has made traditional education more simple, flexible and customised to students’ expectations. This study examined computer-based technology (CBT) skills levels among undergraduate students in federal universities in the South West geopolitical zone, Nigeria. Specifically, the study sought to find out which CBT skills levels are mostly displayed by the undergraduates; examine those skills levels that correlated positively with the academic performance of students; and identify factors that contribute to CBT learning in conjunction with face-to-face traditional education in Nigerian universities. The study discusses the Will, Skill and Tool model (WST), which is used as the conceptual framework of this study. The study used a mixed method approach. Questionnaires were used to collect quantitative data while focus group interviews were used for qualitative data. Normative ontological assumptions enabled the study to use both quantitative and qualitative reports from different perspectives to draw conclusions. The study was conducted in six federal universities in South West in Nigeria and two thousand, three hundred and thirty-seven (2,337) questionnaires were used to collect the quantitative data. An open-ended interview schedule was used for the eighteen (18) focus group interviews. The focus group interviews were conducted with a sample of the same students who completed the questionnaire. All participation was voluntary. Microsoft Excel and SPSS version 22 were application software used for the quantitative coding. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were analysed thematically. The results show that six CBT skill-level variables (called core skills) – general computer use, word processing, internet, PowerPoint, synchronous and asynchronous chats – correlated most positively with the students’ academic performance, though they were weakly correlated. Factors that negatively affected the use of CBT tools to augment face-to-face education included unstable power supply, poor network connectivity due to lack of internet access, unstable bandwidth, lack of equipped computer laboratories and excessive cost of internet data bundles. The results revealed a low availability and accessibility of CBT tools in computer laboratories for regular use by the undergraduate students in selected universities. Hence, most students depended on their personal computers, smartphones or cybercafés. It is recommended that more emphasis be placed on Blended learning, which is the combination of traditional learning and online learning experiences. It is also recommended that university administrations, attempt to ensure that all students have access to personal computers and a reliable internet connection. If this can be done, preferably from the first year of study, students will be able to become conversant with the technologies needed for blended learning with a view to enhance academic performance. Finally, it is recommended that government subsidies for CBT devices and facilities would also help in promoting CBT usage and blended learning. Government policy in this respect should ideally involve all stakeholders, such as university management, lecturers and student representative bodies; as well as potential ICT funding partners

High-Performance Modelling and Simulation for Big Data Applications

This open access book was prepared as a Final Publication of the COST Action IC1406 “High-Performance Modelling and Simulation for Big Data Applications (cHiPSet)“ project. Long considered important pillars of the scientific method, Modelling and Simulation have evolved from traditional discrete numerical methods to complex data-intensive continuous analytical optimisations. Resolution, scale, and accuracy have become essential to predict and analyse natural and complex systems in science and engineering. When their level of abstraction raises to have a better discernment of the domain at hand, their representation gets increasingly demanding for computational and data resources. On the other hand, High Performance Computing typically entails the effective use of parallel and distributed processing units coupled with efficient storage, communication and visualisation systems to underpin complex data-intensive applications in distinct scientific and technical domains. It is then arguably required to have a seamless interaction of High Performance Computing with Modelling and Simulation in order to store, compute, analyse, and visualise large data sets in science and engineering. Funded by the European Commission, cHiPSet has provided a dynamic trans-European forum for their members and distinguished guests to openly discuss novel perspectives and topics of interests for these two communities. This cHiPSet compendium presents a set of selected case studies related to healthcare, biological data, computational advertising, multimedia, finance, bioinformatics, and telecommunications