Second Life (SL), an advanced virtual world technology used in education, creates an environment that facilitates engagement, collaboration, and conceptualization of knowledge to improve teaching and learning. The chapter investigates the potential of SL as a learning platform and students' perceptions on the ease of use of SL and usefulness as a learning platform, and challenges with SL implementation. The chapter adopts the qualitative research method, the Technology Acceptance Model, and a purposive sample drawn from fourth year Information Systems and Technology (IS&T) students at the University of KwaZulu-Natal in South Africa. The chapter reports that SL is perceived to be a useful learning platform by students and improves students' instinctive and creative learning ability. However, inadequate training and insufficient information technology (IT) infrastructure are the challenges that hamper SL implementation efforts. Thus, the chapter suggests adequate training, provision of infrastructure and creation of a support pathway for SL as a learning platform as the possible solutions.

Over the years, technology has become an essential part of our lives, with technological advancement presenting on-going opportunities. However, technology creates negative emotions, anxiety and fear among some people due to an established set of norms and individual behaviour patterns. Such fear, anxiety and apprehension has been described as technophobia, which constrains individuals’ ability to use technology and thus puts them at a disadvantage. The continuous emergence of new technologies has given rise to increased technophobia, which is now believed to affect a third of every population. This article examines age differences in the level of technophobia as well as the personal characteristics that positively influence it. A quantitative methodology was employed, and 384 questionnaires were distributed to participants in Pietermaritzburg, KwaZulu-Natal, South Africa. The findings show that technophobia occurs within all age groups (the young, middle-aged and older). However, young adults with no formal education and employment demonstrated lower levels of technophobia than other age groups. The results also demonstrate a significant relationship between levels of technophobia and the demographic profile of respondents. The article concludes with a discussion on strategies to manage technophobia.

The need for oversight has prompted the incorporation of IT governance into corporate governance codes and practices. However, since its incorporation, the understanding and implementation of IT governance codes have been challenging for the board. Boards find these codes extending beyond their governance oversight responsibilities. Whilst existing literature have divergent approaches and focus, most agree and call for more explicit studies on how corporate governance board are affecting IT governance oversight. This chapter reviews IT governance frameworks, corporate governance codes, and practices to identify key aspects of IT governance relevant and applicable at the board level. The chapter derived a conceptual framework of an effective IT governance implementation that consists of four key components that directly influence IT governance implementation: governance capabilities, key features of implemented IT governance frameworks, and change management. The framework postulates that boards that focus and address these components would improve the IT governance effectiveness.