The integration of ICTs in South African schools

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The emergence of Information and Communication Technologies (ICTs) has serious implications for the career paths of 21st century learners and the purpose of educational institutions. The South Afric... an education system, like the education systems of many other countries worldwide, should respond to the numerous changes brought about by the use of ICTs in teaching and learning. This learning unit will introduce you to the way in which the South African government is responding to the advancement of ICT usage in teaching and learning. 1Learning outcomes At the end of this learning unit, you should be able to: • Discuss and evaluate the appropriate use of ICTs in line with historical and current South African perspectives • Explain how to integrate ICTs in a South African context • Compare the use of ICTs based on research reports and articles in this field CONTENT • The current use of ICTs from a SA perspective • The development of a technology-integrated lesson • Comparison of ICT usage based on research reports and articles in this field 1.2 HOW DO SOUTH AFRICAN SCHOOLS USE ICTS IN CLASSROOMS? 25The integration of ICTs in the South African education system continues to pose a remarkable challenge to South African teachers. The implementation of ICTs in South African schools is aimed at providing quality education to all (Ndlovu & Donovan, 2012). The South Africa e-education policy goal explicitly emphasises that every South African learner should be technologically well-informed (Telkom, 2015). The enhancement of teaching and learning through ICT usage should remain a priority in this information era (Telkom, 2015). In the same way ICT, as enabler, would have a huge impact on the performance of South African learners. The acquired knowledge and skills will assist 2 teachers in tapping into better educational content; teaching and learning potential and administrative systems (Telkom, 2015). 26The following initiatives will give you an indication of how South Africa responded to the advancement of ICT in teaching and learning; 27The Khanya project is one of the first examples of e-learning implementation in South Africa. The project started in 2001 and was aimed at meeting the need to integrate ICTs in schools in the Western Cape Province (Telkom, 2015; Van Wyk, nd.) The project targeted the integration of available ICT resources in schools. The ICT resources were delivered to 613 schools and the teachers were trained in how to use them (Telkom, 2015). According to Van Wyk (n.d.), the meaning of the word, khanya in English is ‘enlightenment’’, which suggests that teachers and learners were expected to be exposed to and be knowledgeable about the use of ICT resources in teaching and learning. This project was aimed at providing ICT skills that would broaden learners’ learning experiences that might not otherwise have been possible without the use thereof (Van Wyk, n.d). 28The Meraka Institute, which was formed by the Council for Scientific and Industrial Research (CSIR), also looked at ICT implementation in SA (Telkom, 2015). This institution used ICT in education research and supported the Department of Education’s goals with regard to the use of ICT in the South African context. According to Telkom (2015), there is the need to deal with barriers to effective integration of ICTs in teaching and learning. In addition, (Telkom, 2015), teacher training methodology is expected to be reviewed to ensure that teachers are well-trained in using ICT tools in teaching and learning. 29Intel® Teach programme initiated the use of ICTs in South Africa in 2003 (Wilson-Strydom & Thomas, n.d.). This project focussed on improving teachers’ teaching methods in line with the integration of ICT (Butcher & Associates, 2011). They trained teachers; and, in turn, teachers were expected to train their colleagues at various schools. Few teachers (Butcher & Associates, 2007) managed to train their colleagues; this might be the result of training that was not thoroughly done. [Show More]

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