Key Issues in implementing ICT in Education

Integration of ICT Into Curricula in Western Cape Schools: The Activity Theory Perspective

This study investigates the dynamics of the e-Education policy implementation, with emphasis on its goal to deploy and integrate ICT into curricula, in all South African schools. Selected schools in underdeveloped areas of the Western Cape were chosen as case samples. Activity theory (AT) was used to provide an analytical framework for the study.

Considerations and Trends for the Education Sector

The increasing use of technology to improve educational access and methods is becoming key to the growth of all areas within this sector. There is a movement within the educational sector to innovate through technology. Effective and reliable technology can dramatically strengthen teaching and learning. It can also make an enormous positive impact on the internal productivity of educational institutions.

Operation Phakisa

Operation Phakisa ICT in education sees experts and officials from the national and provincial departments of basic education, labour, academia, and the private sector engage in problem-solving solutions to develop the national rollout of ICT in the basic education sector.

Provision of ICT in schools: Department of Basic Education & Department of Telecommunications and Postal Services briefing

The Department of Telecommunications and Postal Services met jointly with the Department of Basic Education regarding the provision of ICT connectivity in all schools through South Africa. Additionally, the meeting involved stakeholders, including the Independent Communications Authority of South Africa (ICASA) and the Universal Service and Access Agency of South Africa (USAASA) as well as other representatives of educational and network operations.

Can ICT address barriers to learning or can ICT become a barrier to learning?

This presentation examines and reflects on the role and use of Information, Communications and Technology (ICT) in South African classrooms. This paper questions the use of ICT in an educational context that is currently experiencing unique challenges. It reflects on how technology can present both as an opportunity to learning as well as become a barrier to learning under certain conditions.

Practice as Policy in ICT for Education: Catalysing communities of practice in education in South Africa

This study asserts the notion that for policy to be implemented teachers should be instrumental partners in the formulation of policy. Teachers should be encouraged to form ICT communities of practice to support their teaching practice and foster policy implementation.

The integration of ICTs in marginalized schools in South Africa: Considerations for understanding the perceptions of in-service teachers and the role of training

In this paper the authors explore the complex and challenging concept of ICT integration in marginalized schools. A number of theoretical considerations for ICT integration are discussed. These include barriers to integration, teachers’ pedagogical beliefs, teacher selfefficacy, and knowledge areas for ICT integration. The authors also reflect on ICT integration in a particular project in a rural district in the Eastern Province of South Africa.

Understanding ICT integration in South African Classrooms

This paper reports on a project which aims to support teachers’ integration of ICTs into the classroom and specifically into pedagogical practices.  The research reported on here is drawn from a survey of 231 teachers. The paper reports on both the stages and the types of integration observed.