A pragmatic approach towards the integration of ICT security awareness into the South African education system

Walaza, Mvelo; Loock, Marianne; Kritzinger, Elmarie

doi:10.1109/infosec.2015.7435503

Cited by 6 publications

(5 citation statements)

References 4 publications

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“…Additionally, studies conducted in Sudan and Tanzania found that students in African higher education institutions had low levels of cybersecurity awareness [14,53]. This highlights the need for increased cybersecurity education and awareness among African school students [54]. Thus, sub-Saharan African schools must implement extensive ISA programs to prevent the growing risks of data breaches.…”

Section: Information Security Awareness In Sub-saharan African Schoolsmentioning

confidence: 99%

Information Security Awareness in Sub-Saharan African Schools: The Role of Educational Leadership in Turbulent Times

N. Kabanda

2024

Business, Management and Economics

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The COVID-19 pandemic has influenced the increased adoption of digital tools in educational institutions across sub-Saharan Africa. The efficient flow of information within modern organizations heavily depends on using Information and Communication Technology (ICT). Like other organizations, the education sector has experienced a growth in the use of ICT, which has brought about potential threats to information security and users’ safety. In this regard, school leadership can play a pivotal role in ensuring information security by raising users’ awareness. Consequently, protecting school information systems and their users’ safety should be a top priority for school heads and other stakeholders. This paper aims to analyze different strategies school leadership can implement to raise information security awareness (ISA) among staff, teachers, and students and to develop a framework for sub-Saharan African schools considered newcomers in using information and communication technologies. This chapter focuses on the transformational leadership theory, the technology acceptance model (TAM), and the knowledge, attitude, behavior (KAB) model.

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Section: Information Security Awareness In Sub-saharan African Schoolsmentioning

confidence: 99%

Information Security Awareness in Sub-Saharan African Schools: The Role of Educational Leadership in Turbulent Times

N. Kabanda

2024

Business, Management and Economics

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“…It therefore needs to be noted that a combination of the apartheid legacy and poor infrastructure together with inadequate training associated with the township schools becomes central in understanding the state of smart board use including how the educators relate smart board use to pedagogic practices in township schools. It can equally be argued that just as argued by ICT veteran Adrian Schofield quoted by Walaza et al (2015) the GDE's move to introduce smart boards could have been a better initiative if it was part of a holistic approach. Allegations of a failure to embrace a holistic approach that aims at changing teaching methodologies, teaching culture, the curriculum as well as measurement of learner progress makes a study of this nature important.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…According to Van Zyl and Sabiescu (2016) smart boards have the potential to develop teaching and learning through enhancing multimodality, flexibility, interaction, pace and dialogue. Having recognised this educational potential, the Gauteng Department of Education (GDE) introduced smart boards to 375 schools in Soweto after the initial phase one of what they termed a "paperless classroom" which saw seven schools in the province move from using traditional learning tools to smart boards and tablet devices (Walaza, Loock, & Kritzinger, 2015). The first phase featured infrastructure upgrades and re-equipping school buildings and preparing the classrooms for the installation of the technology.…”

Section: Introductionmentioning

confidence: 99%

“…Smart boards have been hailed for serving as a platform for improving teaching and learning in schools. Despite this positive contribution of smart boards, Walaza et al (2015) also argues that introduction of technology by the GDE is a good start though technology cannot be a magic bullet to all the problems in the schools. This implies that a holistic approach is the most preferred.…”

Section: Introductionmentioning

confidence: 99%

“…The South African context has large proportions of the population commonly categorized as disadvantaged and not engaged in formal employment. In addition to this challenge a 2015 study established that 33% of households saw no relevance in accessing internet (Walaza, Loock, & Kritzinger, 2015). It is therefore crucial to note that the implementation of ICT programmes in South Africa has been felt differently in diverse contexts with poorer settings such as township schools facing a plethora of challenges and lagging behind the contexts where more affluent schools commonly referred to as model C schools are located.…”

Section: Introductionmentioning

confidence: 99%

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Smart Board use and Pedagogic Practices among Educators: A Case of a South African Township School

Matemera

2022

2641-533X

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The purpose of this study was to understand the state of smart board use and pedagogic practices among educators in a township school. Four educators participated in this case study-based research project. The study established different means in which smart boards have become central in the teaching and learning processes within the township schools. It was found that educators used the smart boards for writing, downloading and uploading multiple tasks. It was further established that smart boards were making teaching interesting. In this regard, smart boards were found to equally make teaching easier in many ways. The smart board use was however found to face challenges such as resistance especially from senior educators, technical challenges such as freezing and the challenge of load shedding. The research however concluded that despite the challenges, smart boards remained an important source of ensuring transformative and pedagogical oriented teaching and learning as well as enhanced teaching and learning in poor settings such as townships. Equally, a holistic approach that targeted key aspects of schooling such as technology and educators was used to understand how new technologies such as smart boards especially for township contexts could be drawn upon in enhancing teaching and learning. A qualitative research methodology was used in which in-depth interviews as well as observations were used for data collection. The social constructivist approach was used in the discussion of the findings. This approach aided in exploring the educator practices and opinions regarding their use of smart board technologies in various subjects.

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Cyber Safety Awareness and Culture Planning in South Africa

Kritzinger

Loock

Mwim

2018

Cyberspace Safety and Security

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A pragmatic approach towards the integration of ICT security awareness into the South African education system

Cited by 6 publications

References 4 publications

Information Security Awareness in Sub-Saharan African Schools: The Role of Educational Leadership in Turbulent Times

Information Security Awareness in Sub-Saharan African Schools: The Role of Educational Leadership in Turbulent Times

Smart Board use and Pedagogic Practices among Educators: A Case of a South African Township School

Cyber Safety Awareness and Culture Planning in South Africa

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