Information and Communication Technology as a learning tool: experiences of students with blindness Thesis · October 2013 CITATIONS 2 READS 80 1 author: Some of the authors of this publication are also working on these related projects: 'Archaeology of

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Information and Communication Technology
as a learning tool: experiences of students with
blindness

Thesis · October 2013



CITATIONS READS

2 80


1 author:

Sindile Ngubane-Mokiwa
University of South Africa
15 PUBLICATIONS 7 CITATIONS

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,Information and Communication Technology as a learning tool:
experiences of students with blindness


SINDILE AMINA NGUBANE-MOKIWA


submitted in accordance with the requirements for the degree of


DOCTOR OF EDUCATION


In the subject
CURRICULUM STUDIES


in the
FACULTY OF HUMANITIES


(College of Education)
at the
UNIVERSITY OF SOUTH AFRICA


Promoter: DR G. VAN DEN BERG
Co-promoter: PROF N.M. NEL


June 2013

, Declaration


Student number: 401 8080 8


I declare that ―Information and Communication Technology as a learning tool:
experiences of students with blindness” is my own work and that all the sources
that I have used or quoted have been indicated and acknowledged by means of
complete references.




-------------------------------------- 15 June 2013
Mrs Sindile Amina Ngubane-Mokiwa Date




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, Acknowledgements
All praise is due to Allah, The Most Merciful, Most Wise for allowing me the
opportunity to complete this study. It is my humble prayer that He enables me to
continue bringing positive change to peoples‘ lives. Ameen.


This section serves to convey my gratitude to all the following people who contributed
towards the successful completion of this study:


My two promoters, Dr Geesje Van den Berg and Prof Norma Nel, who
nurtured my scholarly capabilities without undermining my potential. They
each provided me with guidance in their respective fields which gave me a
balanced and comprehensive view of this interdisciplinary study.
I am forever indebted to the Students with Blindness who were part of this
study; this report is not the end of our engagement. I also thank Dr S.
Moodley and his Disability Unit team for the assistance rendered. A special
thank you to Maggie for always assisting me with the Braille conversions.
My critical readers, Dr J. Nyoni, Mr M. Letseka, Dr M.C. Maphalala, Prof V.
Pitsoe at the University of South Africa and Ms K. Murrell at the University of
KwaZulu-Natal; your comments and critique are much appreciated.
Prof R. Sookrajh, Dr S.B. Khoza, Prof V.S. Mncube, Dr B.P. Alant and the
University of KwaZulu-Natal PhD Cohort team of 2011; thank you for giving
me and other students a strong research grounding.
My late mother, Ntombikayise Ndaba-Ngubane; her insistence that education
is the only weapon against poverty is the ultimate truth. To my father,
Cleopas, brothers (Zambuhle and Sandile) and sisters (Nokwazi, Nontobeko
and Phiwayinkosi), who kept asking when I was going to finish studying-
education has no end and thank you for caring.
My children, Amin, Omar and Hamza for being patient when I had to take
time away from them to sit and write my ‗Grade 13’. My heartfelt gratitude to
my husband and doctoral buddy Hamza; the brainstorming sessions in which
we helped each other understand epistemological, ontological and
methodological assumptions formed a strong foundation.
Dr Andrew Graham for the language editing.

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