The current ICT in education policy framework has been evolving since 1996 and is embedded within a broader national government economic, social, and development strategy
This study investigates the status of access to computers and Internet, whether the schools have computers, Internet, programs, relevant curricula, and whether teachers have the skill to use computers and related programs for teaching in rural South Africa, using the Northern Cape Province as a case study.
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.
This project was initiated by the NECT to define the most effective approach to leveraging ICTs so as to improve learner outcomes and overcome some challenges that are known to exist in Basic Education.
Since the mid-Nineties the use of Internet Communication Technology (ICT) has been making its way into South African classrooms. And yet, currently only 28% of public schools around the country use computers and other digital devices to enhance teaching and learning, according to the Department of Basic Education. The fact that South Africa ranks in 65th place out of 145 economies in overall ICT usage (according to the World Economic Forum’s 2015 Global Networked Readiness Report) indicates the current lack of impact in South Africa’s e-Education initiatives.
initiative. (c) 2017.