M.Ed. (Information and Communication Technologies in Education) / The use of ICT at all levels in the schools has been shown to have a positive impact on teaching and learning, in particular of Mathematics. In South Africa, Dinaledi schools have been given ICT resources by the former Department of Education (South Africa) with the aim of improving Grade 12 results, particularly in Mathematics. This study aims to assess the use of ICT for learning in the selected Dinaledi School, with an additional focus on Mathematics learning in grade 8 to 12, and to provide guidelines for the use of ICT in the Dinaledi schools, and specifically to support Mathematics learning. The ‘mixed–method’ study comprised several sets of data, both quantitative and qualitative, using a sequential-mixed-method-explanatory design for the case of the selected Dinaledi School, Kone High School (Fictitious name), situated in the Limpopo Province, to determine how ICT resources are used in the teaching and learning, and also for Mathematics. In the quantitative phase, quantitative data was collected by means of structured questionnaires on the use of ICT from the principal, teachers and students. The University of Johannesburg’s STATKON unit analysed the data, and confirmed the latent theoretical constructs that were embedded in the questionnaire. To clarify the results, in the follow-up qualitative phase, the principal, teachers and students were interviewed on the use of computers. Other quantitative data were sourced from official end-of-year matric results. Both teachers and students pointed that the ICT resources were not sufficiently used in teaching and learning, in particular for Mathematics, although in contrast it appeared that the principal believed that the ICT resources were sufficiently used for teaching and learning. The study concluded that ICT was not an important driver of teaching and learning in this Dinaledi school and it did not play the role in teaching and learning at Kone High School, as is envisioned for Dinaledi schools.

To develop leaders for the 21st century, schools must be able to prepare students to meet the high academic, technical and workforce challenges. Charter schools are increasingly attempting to meet these challenges by educating students through innovative means and by creating effectual educational programs that are more conducive to the needs of the student. This document provides a computer literacy curriculum, which will facilitate student learning of computer literacy skills.