In 2004, the South African Department of Education (DoE) IntroductionIn recent years, the demand for the inclusion of Information and Communications Technology (ICT) in education, that is, Educational Communications Technology (ET), has increased rapidly (Hepp, Hinostroza, Laval & Rehbein, 2004). At present, the findings regarding the ability of ET to improve learning are mixed, with this field being continuously investigated. While it is logical that the first step in technology acceptance is access to technology, Musa (2006) argues that the value that individuals attach to a technology is of utmost importance in determining how the technology will be received and used. Studies have noted the significance of considering both teacher and learner attitudes toward ET, in order to determine the success of how it has been and should be implemented (Aesaert & van Braak, 2014;Bovée, Voogt, & Meelissen, 2007). Liaw, Huang and Chen (2007) argue that the use of ET in and of itself is inconsequential, unless ET users are positively disposed towards the use of ET. Therefore, it is crucial to explore learner and instructor attitudes toward ET, in order to make the integration of this medium into the classroom as efficient and appealing as possible. Courtois, Montrieux, De Grove, Raes, De Marez and Schellens (2014) suggest that learners are in fact the primary stakeholders in the issue of user acceptance of ET. If there is not bottom-up support for the continued use of ET from learners, it is unlikely that learners will adopt ET regardless of whether the school and teachers have adopted ET. Learner attitudes towards ET have not been adequately explored in the South African context. Thus this study explored learner attitudes towards the use of iPads in blended learning classrooms (classrooms that use a combination of face-to-face teaching and iPad-based learning).

Psychological tests, particularly personality tests, are routinely employed for career guidance and counselling, in university selection procedures and therapeutic settings with adolescents. The NEO-PI-3 is the newest revision in the NEO family of personality instruments and has been revised to suit adolescent populations. This research explored the utility of the NEO-PI-3 in a convenience sample of 329 learners from a public school in Johannesburg, South Africa. Utility was established using a mixed methods approach where internal consistency reliability and construct validity of the NEO-PI-3 was explored using Cronbach’s alpha and exploratory factor analysis. Learners were also asked to comment on the appropriateness of the NEO-PI-3 items. These comments were subjected to thematic analysis. Reliability coefficients for the NEO-PI-3 scales were variable. The factor structure for this sample was incongruent with cross-cultural samples but a five factor solution resembling the normative sample was found once the Compliance facet was removed. 36.2% of the sample reported experiencing difficulty with understanding words and items on the NEO-PI-3. The most dominant theme identified amongst the learners was a lack of understanding of items and words. This was followed by problems with item construction, questionnaire length and the repetitive nature of items. The results suggest that the NEO-PI-3 may not be used in its current form in the South African context. Further research and possible test adaption would be needed before using the instrument.