M. Tech. Business Information Systems. Tshwane University of Technology 2011 / This research was carried out in the context of the government’s current efforts to integrate Information and Communication Technologies (ICTs) in teaching and learning, in secondary schools which appears to be a major challenge. The study was exploratory and descriptive in nature where the problem that has not been clearly defined or understood was addressed. Activity theory underpinned the study because of its dynamic perspective. The essence of activity theory stems from a
view of learning where individuals actively construct their understanding of the
environment while engaging in goal-oriented activities.
The findings show that while the South African government has made the
commitment and efforts to integrate ICTs in schools, there is no logical and detailed strategy to support the usage of these ICTs in teaching and learning activities. For example, some schools do have the right technologies and infrastructure, but teachers and learners do not know how to use and adopt them appropriately. Lack
of (and inadequate) teacher training and development also adds to the challenges
regarding the ICT integration in suburban secondary schools.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:tut/oai:encore.tut.ac.za:d1000180 |
| Date | January 2011 |
| Creators | Sekopo, Manapo Ignantia |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | |
| Rights | c2011 Tshwane University of Technology |
Page generated in 0.0017 seconds