Abstract
M.Ed.
After three decades of implementatiOn of educational technology, the particular use of
computers in education is now beginning to have a significant impact on policy-making
around the world (Selwyn, 2000:94). Over the last decade a host of countries have made
considerable policy commitment, to the development of educational technology infrastructures. For instance, the Clinton administration used $2 billion for 'Technology
Literacy Challenge" and $2.25 billion "E-Rate" initiative in the USA. The UK used 1 billion
pounds on "National Grid for Learning; Germany spent DM160 million on "Schulen ans
Netz" and Singapore used S$2 billion was used for "Educational Masterplan for ICT". These governments' commitment does not include institutional efforts (Renting, 1994:47). There is overwhelming awareness of the great potential in the utilisation on computers to promote development and alleviate some of the problems in the education system, even in the developing countries (Gardner, 1994:1). It appears that South Africa has not yet come uP with a comprehensive approach to computer integration in education.