A mere 945 schools out of a total of 5 421 schools in the Eastern Cape have been connected with Information and Communication Technology (ICT), says the Democratic Alliance (DA).
"That means only 17% of learners, teachers, and principals have access to ICT at school, according to the response to a legislature question I asked Education MEC Mandla Makupula.
"One of the ways to combat the structural poverty that the Eastern Cape education system has foisted on the learners of this province is through a massive internet-related teaching programme, to circumvent the failures of the current education system," says Edmund van Vuuren (MPL), DA Eastern Cape Shadow MEC for Education.
"Information Communication Technology (ICT) integration in the classroom is often viewed as a panacea towards resolving South Africa’s education challenges. However, ICT integration in education in South Africa has been severely limited by operational, strategic and pedagogic challenges.
In part, addressing the strategic and operational challenges involves understanding the current landscape of ICT integration in schools. There is scant information on the practical enforcement of ICTs in the classroom. The aim of this research is to determine the extent of ICT usage in South African schools in order to obtain an understanding of the practical enforcement of ICTs at the school level.
We currently living through the era known as the fourth industrial revolution which means that everything is done digitally. Technology is being updated almost in a blink of an eye. Many businesses in South Africa are making move to digital migration but this process is being slowed down by the lack of skills in the Information, Communication and Technology sector known as ICT. In order for businesses to have a competitive edge they need to keep up with the global digital trends. To speak to us about the backlog in ICT skills and how to close the gap in our country is Craig Terblanche, regional director for OutSystems SA.
"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."
"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."
Using Telkom’s resources and ICT capabilities, the Telkom Foundation drives structured sustainable development programmes in the areas of education, health and social welfare. It has a long-term commitment to improving the quality of STEM education, with a special focus on foundation levels. Some of their areas of development are:
A focus on ICT in schools
An integrated ICT programme: addressing cyber safety
From its extensive experience, the Foundation has gained a more nuanced understanding of how ICT interventions can be implemented to achieve maximum benefit for learners at school and to pave the way for them to become productive, employed, members of society. This is being achieved through:
Siyafunda digital library created by Zakheni Ngubo challenges three gaps that he has identified in the South African school system; language barriers‚ patchy academic support and teachers lacking in confidence. The organisation is a learning and data management platform that provides access to local Maths, Science, Entrepreneurship, Financial literacy and digital skills through mobile technology. It integrates teaching through video, audio and e-books using a wireless digital library for high school students for a South African curriculum.
"This White Paper provides a policy framework within which government departments and other stakeholders will collaborate to ensure that institutions are supported to meet the needs and interests of learners and communities."
“In South Africa, schools have limited infrastructure. Education is changing into becoming taught with ICT's and limited connectivity. eGAMA have created a new way of bridging the gap between rural and urban mainstream schools by creating a solution that takes the education to the schools. In this video, you will see the mobile solution we have created by converting a bus to a mobile classroom of the 21st century allowing us to take ICT's to the much needed previously disadvantaged areas.”
The Interactive Advertising Bureau (IAB SA) has kick-started a campaign for all South Africans to have free basic access to the Internet. As the right to information is one of our constitutional rights, it follows that South Africans should have the ability to access this information freely.
Chris Borain, chair of the IAB SA, says, “We believe in fostering digital equality among all citizens. While Icasa is taking great strides to address the high cost of data, a basic level of free Internet access is a separate issue that requires as much attention. All South Africans, especially vulnerable groups and those without access to mobile phones, have the right to access information online, from government services, employment opportunities or online education resources.”
The IAB SA is already partnering with other media stakeholders to justify the case for free basic internet access and stimulate dialogue on the matter.
"In terms of the White Paper on e-Education, a national framework for teacher development in ICT has to be developed. The framework should provide an understanding of the interrelationship between different components of teacher development in order to assist teachers, managers, policy makers and service providers. This document sets out the ICT knowledge, skills, values and attitudes needed by teachers to implement the National Curriculum Statement effectively."
Litha Soyizwapi is a graphic designer and a self-taught app developer. His popular GauRider app is the quickest and most elegant way to manage commutes on Gautrain—the rapid transit railway system linking Johannesburg, Pretoria and OR Tambo International Airport in Gauteng Province, South Africa. Here, he talks about how graphic design taught him to think in disciplined ways he had never done before by forcing him to organise and visualize data.
"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.
In this report South Africa was numbered among the sub-Saharan countries that have both an ICT policy on education and a plan in place to implement ICT into the education system. So why are we not seeing more impact in e-Learning in the South African education ecosystem in 2017?"
"The use of information and communication technology (lCT) in education can be of major benefit not only in teaching and learning, but also in enhancing administration processes. It does more than just improve the quality of learning, but helps with the induction of learners to technology-embedded practices of the post -schooling information economy.
The 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."
"The Gauteng Department of Education has started the ICT Paperless Classroom Project for Grade 11. The programme started in 2015 and is targeted at no fee schools in townships.
More than 376 no fee schools benefitted from the project, especially Grade 12 with 1 800 Grade 12 classrooms having been refurbished and smart-boards installed. In addition, ablution facilities in these schools have also been restored. A total of 3 393 Grade 12 educators were trained in using ICT in classrooms and laptops were provided. Almost 64 000 Grade 12 learners were provided with tablets that have relevant e-learning content as well as well connectivity."
ICT-in-Education Toolkit provides education policy makers, planners and practitioners with a systematic process to formulate, plan and evaluate education development programs enhanced by Information and Communication Technologies (ICTs).
"ICT-in-Education Toolkit provides education policy makers, planners and practitioners with a systematic process to formulate, plan and evaluate education development programs enhanced by Information and Communication Technologies (ICTs). The Toolkit contains six toolboxes - a total of 19 tools - that provide interactive instruments and step-by-step guidelines which assist users."
"While ICT has been used in many parts of the world to improve the quality and increase access to education, most African countries still face the challenge that increased expenditure on education is not necessarily achieving the expected benefits. This chapter examines the potential for the use of ICT to support improvement and transformation of the education sector in Africa, including brief case studies of South Africa, Uganda and Senegal. It identifies specific opportunities and challenges, and recommends areas of intervention for governments, development partners and other stakeholders.