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The Digital Age: Changing Roles of Lecturers at a University of Technology in South Africa

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dc.contributor.author Odora, R.J.
dc.contributor.author Matoti, S.N.
dc.date.accessioned 2018-08-21T10:34:54Z
dc.date.available 2018-08-21T10:34:54Z
dc.date.issued 2015
dc.identifier.issn 1549-3652
dc.identifier.uri http://hdl.handle.net/11462/1563
dc.description Published Article en_US
dc.description.abstract The purpose of this exploratory mixed methods study was to investigate the level of digital technologies acceptance at a University of Technology in South Africa and how lecturers perceive as their new roles in the digital age. A total of 86 lecturers from four programmes in the School of Teacher Education participated in the study. The data for the study was collected using questionnaires and an interview schedule. The study found that the majority of academics surveyed used mobile telephones and computer-based technology more frequently compared to other digital technologies. These findings indicate the high level of technology acceptance among lecturers in the School of Teacher Education. The second part of the study found that the perceived changing roles were influenced by the frequent use of computer-based technologies within and outside the classroom. The study highlight two implications that need to be addressed, namely, technology acceptance and management of roles associated with digital technology use. en_US
dc.format.extent 45 157 bytes, 1 file
dc.format.mimetype Application/PDF
dc.language.iso en_US en_US
dc.publisher Journal of Social Sciences en_US
dc.relation.ispartofseries Volume 42;Number 1,2
dc.subject Digital Age en_US
dc.subject Roles en_US
dc.subject Educators en_US
dc.subject Universities of Technology en_US
dc.title The Digital Age: Changing Roles of Lecturers at a University of Technology in South Africa en_US
dc.type Article en_US

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