Abstract
The programme of the DoC-WILs is an init iat ive of the Department of
Communicat ions in collaborat ion with Telkom, established through the Human
Resources Fund to enable human resources development at historically
disadvantaged learning institut ions. The Telecommunicat ions Act No 103 of
1996 establishes a Human Resources Fund to promote the provision of
adequately skilled human resources at all levels of the telecommunicat ions
sector in numbers suf f icient for the telecommunicat ions needs of the count ry.
The DoC-WILs emphasise skills development through the use of ICTs in areas
such as network management , creat ing Web sites, use of E-mail and the World
Wide Web, mult imedia applicat ions and Int ranet development . It is however not
known under what contextual circumstances this kind of ICT-usage will lead to
interact ive learning benef its and how the DoC-WILs should go about achieving
them. This art icle therefore at tempts to shed some light on the condit ions under
which ICT usage could impact on educat ional outcomes desired by the DoCWILs
and on how these DoC-WILs could best go about taking appropriate
act ions to improve the possibility of achieving desired interact ive learning
benef its. It is argue that the ability of the DoC-WILs to successfully achieve
desired benef its is crucially dependent on contextual conditions, policies or
processes that apply to the DoC-WILs or their users. This is in line with the social
shaping of technology approach that local circumstances surrounding the
deployment of ICTs in different sectors of society are more important in shaping the
consequence of ICTs than technological variable.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:tut/oai:encore.tut.ac.za:d1001860 |
| Date | 01 January 2003 |
| Creators | Tlabela, KRU, Conradie, DP |
| Publisher | Communicatio |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | |
| Rights | Communicatio |
| Relation | ResearchGate |
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