Cloud SAMS: Cloud computing solution for public schools within South Africa's ‘second economy’

Muriithi, Gerald Maina; Masinde, Muthoni

doi:10.1109/istafrica.2016.7530689

Cited by 4 publications

(6 citation statements)

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“…Maremi et al (2020) established that the system tends to delete the profile information of learners who are archived during the year. In the Free State Province, Murithi and Masinde (2016) ascertained that many schools do not have enough computers to enable all members of staff to actively involve themselves in the capturing of data on the system. In KwaZulu-Natal, Pillay (2020) found that teachers felt that a lack of training, resource allocation and technical support resulted in them not fully realising their goal of interfacing with SA-SAMS effectivelyall of which, as argued by Khalil (2023), are a prerequisite for effective implementation of information systems in educational administration.…”

Section: Barriers To Optimal Effectiveness Of Sa-sams: a Local Perspe...mentioning

confidence: 99%

Perceived barriers to optimal effectiveness of the South African School Administration and Management System (SA-SAMS)

Nkambule,

Ngubane

2024

IJRBS

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The undeniable impact of implementing school management systems on the efficiency of school administration in the Global South is evident. Nevertheless, the implementation of school management systems can provide significant challenges, particularly in educational settings with little resources, such as township schools. This qualitative study examined the impediments to the optimal efficiency of SA-SAMS in three township schools located in the Nkangala Education District, Mpumalanga Province, South Africa. The study was based on the people, processes, and technology framework (PPTF). A deliberate sampling technique was employed to choose a sample of five administrative clerks and three principals. The results indicated that administrative clerks identified several obstacles: 1) unreliable internet connectivity; 2) issues related to the delayed release of the assessment patch and changes to its structure during the school term; 3) glitches in learner admissions, leading to the deletion of profiles of learners admitted to schools in the middle of the year, exacerbated by the system's inability to smoothly process admissions of foreign learners; 4) lack of onsite technicians to provide technical support, necessitating schools to allocate funds designated for academic and operational programmes to hire private technicians. Meanwhile, principals identified two main issues: 5) limited acceptance among teachers and 6) the inadequacy of provincial SA-SAMS helpdesk workers, whose skills frequently failed to offer necessary technical assistance when system issues developed. The study suggested ensuring dependable internet access for schools with limited resources, promptly releasing the patch, maintaining clear and timely communication regarding patch format changes, providing training to teachers on SA-SAMS, offering on-site technical support to schools, and employing competent SA-SAMS provincial helpdesk personnel.

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Section: Barriers To Optimal Effectiveness Of Sa-sams: a Local Perspe...mentioning

confidence: 99%

Perceived barriers to optimal effectiveness of the South African School Administration and Management System (SA-SAMS)

Nkambule,

Ngubane

2024

IJRBS

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“…The promise of technological developments to enhance teaching and learning has led to the Department of Basic Education supplying technological resources in schools such as SMART boards, projectors, laptops, and software programmes South African School Administration and Management System (SA SAMS) (Muriithi & Masinde, 2016). Hutchison and Woodward (2014) share the view that the Department of Basic Education is striving to find a solution to the issue of teachers who cannot access information globally by providing technological resources to be integrated into the curriculum.…”

Section: Background To the Studymentioning

confidence: 99%

“…Lim and Khine (2006) suggest that constructive integration in the education sector is in line with the formal learning process. These scholars (Mpungose, 2020a;Muriithi & Masinde, 2016;Mwalongo, 2018) agree that constructive integration is documented about the learning process procedures; assessment, and activities are also stipulated. A qualitative interpretive case study was conducted by Mann (2014) on science teachers' experiences in integrating information and communication technology (ICT) into their teaching practices.…”

Section: Constructive Integration In Educationmentioning

confidence: 99%

“…This suggests that the integration of ideological resources can be addressed under personal integration (Khoza & Mpungose, 2018). These scholars (Khoza & Mpungose, 2018;Muriithi & Masinde, 2016;Mwalongo, 2018;M. Nelson, 2019) further add that personal integration influences teachers to examine their behaviour or actions in the process of teaching and learning.…”

Section: Technological Resources As Ideological-warementioning

confidence: 99%

“…Additionally, Pinar (2010) argues that curriculum is concerned with what teachers and learners practise constructively in the classroom to achieve the written objectives weekly as documented in a vertical curriculum informed by content knowledge. These studies (Mthembu, 2018;Muriithi & Masinde, 2016;Mwalongo, 2018) further posit that curriculum is a plan of an act or a written text that comprises aims that teacher must personally achieve hourly in a pragmatic curriculum informed by pedagogical knowledge. A qualitative critical action research was conducted by Khoza (2015b) on six Grade 12 high school teachers who used Turnitin as part of their assessment processes.…”

Section: What Is Curriculum?mentioning

confidence: 99%

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Integration of technological resources into the curriculum in the fourth industrial revolution: the context of primary schools in Pinetown District.

Nene

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This research is a qualitative study that utilises a phenomenological research study, by means of 24 teachers at primary schools in South Africa, to fulfil its purpose. This study employs an interpretivist paradigm. This paradigm has been utilised because the study aims at exploring three missing levels of integration (constructive, unconstructive, and personal) during teaching and learning. The study intended to understand why teachers resist integration of technological resources. The methods of data generation employed are three online techniques owing to COVID-19: emailed reflective activity, Zoom focus-group discussion, and Skype one-to-one semi-structured interviews. These methods have been used for the purpose of sampling. Convenience sampling was utilised to select the most accessible participants. This study was framed by the curriculum origins concepts which originate from the curricular spider web (Van den Akker et al., 2009). This study utilises the technological pedagogical content knowledge (TPACK) as the theory that shapes the study. Data were analysed through guided analysis in which deductive and inductive methods were deployed. Lastly, ethical issues that are aligned with a qualitative study were considered. These include trustworthiness, dependability, confirmability, credibility, and transferability. This study employs this collection of research methods, the aim being to answer the following critical research questions: Research Questions: 1 .Which technological resources do teachers integrate into the curriculum in the fourth industrial revolution? 2. How do teachers integrate technological resources into the curriculum in the fourth industrial revolution? 3. What informs teachers in the fourth industrial revolution when integrating technological resources into the curriculum in the way they do? These research questions were underpinned by the following research objectives: Objectives of this Study: 1. To explore technological resources integrated into the curriculum in the fourth industrial revolution. 2. To explain the lessons to be learned when teachers integrate technological resources into the curriculum in the fourth industrial revolution. 3. To understand what informs the teachers’ integration of technological resources into the curriculum in the fourth industrial revolution. From the literature, three major concepts were generated by the research phenomena: constructive integration, unconstructive integration, and personal integration. These concepts were aligned with three categories of the curriculum, namely, the pragmatic, the horizontal, and the vertical. The literature and the findings of this study point to the actions of the majority of teachers, when integrating technological resources, being informed by constructive integration. Constructive integration occurs when teachers are compelled to follow a prescribed document such as a CAPS document and manuals. Thus, teachers are following a vertical curriculum. On Skype one-on-one semi-structured interviews teachers reflected on unconstructive integration. Such occurs when teachers’ actions are motivated by their social experience; this means that teachers share information. Such suggests that teachers are driven by the needs of horizontal curriculum. Online reflective activity also revealed that few teachers integrate technological resources, and their actions are informed by personal integration. This imbalance of integration leads to the poor integration of technological resources in which personal integration was singled out as the area for attention. Consequently, the main findings of this study indicate that teachers integrate technological resources into curriculum informed by three levels of integration: constructive, unconstructive and personal integration.

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Scoping the aspects and capabilities of South African School Administration and Management Systems (SA-SAMS)

Maremi

Herselman

Botha

2020

2020 Conference on Information Communications Technology and Society (ICTAS)

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Cloud SAMS: Cloud computing solution for public schools within South Africa's ‘second economy’

Cited by 4 publications

References 10 publications

Perceived barriers to optimal effectiveness of the South African School Administration and Management System (SA-SAMS)

Perceived barriers to optimal effectiveness of the South African School Administration and Management System (SA-SAMS)

Integration of technological resources into the curriculum in the fourth industrial revolution: the context of primary schools in Pinetown District.

Scoping the aspects and capabilities of South African School Administration and Management Systems (SA-SAMS)

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