Integrating computers in a rural South African school.
- Authors: Selane, Lacton Maake
- Date: 2009-02-05T07:15:12Z
- Subjects: Limpopo ( South Africa ) , educational technology , computer-assisted instruction , secondary education
- Type: Thesis
- Identifier: uj:8099 , http://hdl.handle.net/10210/2027
- Description: M.Ed. , The advent of computers and information technology in society has generally contributed to the rethinking of a range of the practices in the education system. Today’s students live in an increasingly complex technological world, and there has been an increase of the importance of technology in the world. The importance of computers in business and the society cannot be overemphasized and there is much need to incorporate them into the school curriculum to assist learners with expected skills. The effect of the global economy has influenced the importance of Information Technology in education. The main purpose of this study was to evaluate the integration of computers in a selected rural South African secondary school in the Limpopo Province, situated in the Mopani District, one of the six in the province. Qualitative research approach is used in this study and the research method is a case study method. Data collection techniques for this study were done by means of interviews, observations, conversations and questionnaires. The research findings in this study indicated that learners and educators alike at the selected school are aware of the benefits of computers in education in general. Learners are aware that possessing computer skills might assist them one way or another when they search for employment after they finish their school. However it emerged that they are not provided with adequate opportunities to be able to acquire the necessary skills. Among the factors that emerged as obstacles to computer integration at the selected school were lack of teacher development, lack of government support, shortage of funds and skilled staff. Teacher training emerged as the most important aspect to be addressed because teachers play an important role in the education of learners. Continuous educator development should be a priority of the department of education. It is further recommended that there should be a way to look at the feasibility of policy frameworks.
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Primary school teacher's perceptions of the influence of ICT on their educational practices.
- Authors: Phala, Sophy Thembani
- Date: 2008-10-27T06:35:31Z
- Subjects: primary school teachers , computer-assisted instruction , educational technology , teaching practice
- Type: Thesis
- Identifier: uj:13148 , http://hdl.handle.net/10210/1316
- Description: M.Ed. , The focus of this practitioner's research inquiry is primary educators’ perceptions and conceptions, and thus their self-evaluation on the impact of the introduction of computers on their educational practice. Its main aim was to explore and capture the way primary school educators in Gauteng, South Africa, who participated in the study perceived the impact of the introduction of computers on their educational practice. The case study was conducted within the parameters of the relevant literature review to determine the impact of the introduction of computers on educational practice of educators worldwide. It looked at the way in which educators utilise both current and emerging computer technologies and how they express their perceptions and conceptions of the impact of the introduction of computers on their educational practice. A further aim was to identify trends in educational technologies in developing countries; to identify the benefits and limitations of computer technology in education around the world and to position this study within the South African context. This research also looked into educators as facilitators and creators of the learner and educator support material (LESM), producing a product of high quality. Educators through their personal research into technology could express, create and discover which in turn informed and impacted on their didactics and pedagogies which indirectly has a positive effect on the learners. Based on this research, the paper concludes that computer technology enables educators to find new ways of unlocking reality for learners to attribute meaning to it in a more comprehensive manner. , Dr. G.V. Lautenbach
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