CIC2601/1/2019
Learning Unit 1
The integration of ICTs in South African schools
1.1 INTRODUCTION
The emergence of Information and Communication Technologies (ICTs) has serious
24
implications for the career paths of 21st century learners and the purpose of educational
institutions. The South African 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?
The integration of ICTs in the South African education system continues to pose a
25
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
1
, teachers in tapping into better educational content; teaching and learning potential and
administrative systems (Telkom, 2015).
The following initiatives will give you an indication of how South Africa responded to the
26
advancement of ICT in teaching and learning;
The Khanya project is one of the first examples of e-learning implementation in South
27
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).
The Meraka Institute, which was formed by the Council for Scientific and Industrial Research
28
(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.
Intel® Teach programme initiated the use of ICTs in South Africa in 2003 (Wilson-Strydom
29
& 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.
The Gauteng online project was based in Gauteng (GP). This online project focussed
30
mainly on developing learners’ 21st century skills in using ICTs (Isaac, 2007). Computer
laboratories were erected and fitted with 25 desktop computers connected to the internet.
Only Gauteng learners and teachers benefitted from this project. On 8 May 2012, it was
reported by Pretoria News that not all schools in Gauteng benefitted from this project and
most computers were not operational. Serao (2012) performed an audit and the results
revealed the following:
•• inadequate security measures
•• Gauteng online
•• inadequate support and maintenance of equipment
•• failure to replace stolen goods
•• failure to pay service providers on time
The paperless classroom project was implemented in 2015. A total of 300 Grade 12 learners
31
in 300 Gauteng townships and rural schools received tablets for educational purposes
(Rahlaga). The distribution was supposed to be completed by the end of the 2017/18
2
Learning Unit 1
The integration of ICTs in South African schools
1.1 INTRODUCTION
The emergence of Information and Communication Technologies (ICTs) has serious
24
implications for the career paths of 21st century learners and the purpose of educational
institutions. The South African 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?
The integration of ICTs in the South African education system continues to pose a
25
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
1
, teachers in tapping into better educational content; teaching and learning potential and
administrative systems (Telkom, 2015).
The following initiatives will give you an indication of how South Africa responded to the
26
advancement of ICT in teaching and learning;
The Khanya project is one of the first examples of e-learning implementation in South
27
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).
The Meraka Institute, which was formed by the Council for Scientific and Industrial Research
28
(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.
Intel® Teach programme initiated the use of ICTs in South Africa in 2003 (Wilson-Strydom
29
& 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.
The Gauteng online project was based in Gauteng (GP). This online project focussed
30
mainly on developing learners’ 21st century skills in using ICTs (Isaac, 2007). Computer
laboratories were erected and fitted with 25 desktop computers connected to the internet.
Only Gauteng learners and teachers benefitted from this project. On 8 May 2012, it was
reported by Pretoria News that not all schools in Gauteng benefitted from this project and
most computers were not operational. Serao (2012) performed an audit and the results
revealed the following:
•• inadequate security measures
•• Gauteng online
•• inadequate support and maintenance of equipment
•• failure to replace stolen goods
•• failure to pay service providers on time
The paperless classroom project was implemented in 2015. A total of 300 Grade 12 learners
31
in 300 Gauteng townships and rural schools received tablets for educational purposes
(Rahlaga). The distribution was supposed to be completed by the end of the 2017/18
2
