Publications

Dewa, A. (2022). Beyond Boundaries of Cultural Capital in Determining the Inclusion of Information Technology in the High School Curriculum. International Journal of Education & Development using Information & Communication Technology, 18(1).

Dlamini, R., & Dewa, A. (2022). Unplugged Teaching: Deepening Information Technology Learning. Open Journal of Social Sciences, 10(4), 476-486.

Zenda, R., & Dlamini, R. (2022). Examining factors that influence teachers to adopt information and Communication Technology in rural secondary schools: an empirical study. Education and Information Technologies, 1-18.

Dlamini, R., & Dewa, A. (2021). Beyond Optimistic Rhetoric: Social and Cultural Capital as Focal Deterrents to ICT Integration in Schools. International Journal of Education & Development using Information & Communication Technology, 17(3).

Daniyan, I., Mpofu, K., Oyesola, M., Ramatsetse, B., & Adeodu, A. (2020). Artificial intelligence for predictive maintenance in the railcar learning factories. Procedia Manufacturing, 45, 13-18.

Nelson, S.X., Khumbulani, M., Ramatsetse B.I, Aziz, C., Thabiso, M., Sinenhlanhla, N. and Thierry, Y. (2020). Development of a 3D interactive training platform for assembly of bogie unit in the railcar learning factory. Procedia manufacturing, 45, pp.386-391.

Ndlovu, N. S. (2020). Debunking Stereotypes: Empowering Women and Girls for the Digital World for Sustainable Development. A Journal of Social Inclusion and Educational Advancement, 142.

Dlamini, R., Dumas, C., Madhav, N., Molotsi, A., Simel-Mnisi, S., Lilley, W., Lewis, A., (2019). Teaching with Information and Communication Technology (ICT). Oxford University Press: Southern Africa, ISBN-13: 9780190443689.

Dlamini, R. & Mbatha, K. (2018). The discourse on ICT teacher professional development needs: The case of a South African teachers’ union. International Journal of Education and Development using ICT, 14(2).

Dlamini, R. (2018, March). A Multi-Site Study of ICT Pedagogical Practices in Schools: The South African Case. In Society for Information Technology & Teacher Education International Conference (pp. 2139-2154). Association for the Advancement of Computing in Education (AACE).

Dlamini, R. (2018). Seamless interaction of schools, communities, and parents through Imfundo-SA system. Rethinking Teaching and learning in the 21st Century.

Naiker, V., & Makgato, M. (2018). The integration of ICT in TVET college classrooms: A case in automotive repair and maintenance teaching. International Journal of Educational Sciences, 20(1-3), 25-32.

Dlamini, R., & Coleman, E. (2017). ICT in Education. South African Computer Journal, 29(2), vii-x.

Naiker, V. S., & Makgato, M. (2017). TVET lecturers technological pedagogical content knowledge (TPACK) in South African TVET institutions: a case study in automotive repair and maintenance teaching. Rethinking Education in the 21st Century.

Ramatsetse, B., Mpofu, K., & Makinde, O. (2017). Failure and sensitivity analysis of a reconfigurable vibrating screen using finite element analysis. Case studies in engineering failure analysis, 9, 40-51.

Dlamini, R. (2016). The global ranking tournament: A dialectic analysis of higher education in South Africa. South African Journal of Higher Education, 30(2), 53-72.

Ndlovu, N. S., & Moll, I. (2016). Teachers, Technology and Types of Media: Teaching with ICTs in South Africa. African Educational Research Journal, 4(3), 124-130.

Ndlovu, N. S. (2014). Turning adversity into opportunity: A black woman's journey into academia: Part 2: Being and belonging in South African higher education: The voices of black women academics. South African Journal of Higher Education, 28(6), 2041-2051.

Dewa, A., & Naiker, V. Understanding the Anatomy of Structured Query Language (SQL) by Pre-service Information Technology Teachers.