In this study the utilisation of information technology in alternative forms of
provision of education was investigated by means of case studies. Certain
recommendations were made based on this investigation.
The distinction made in the Schools Act (1996) between public education and
independent schools in the South African educational system was described.
In addition to independent or private schools, independent schools also
include other alternative forms of education such as home education and
distance education institutions. It was indicated that the public school that is
currently regarded as the norm, in a specific regard developed from
alternative forms of education such as home education and independent
schools. In the utilisation of alternative forms of education, parents and other
parties involved found a welcome ally in the tremendous educational potential
of modern information technology.
It was established that the concept technology in education refers to the
application of technology in order to facilitate more effective teaching and
learning. Different forms of telecommunication such as satellite, radio,
telephone and fax connections as basic components of the information
technological system were discussed with a focus on the advantages thereof
for education. In terms of video and television technology, the different modes
of video-teleconferences were discussed, while further attention was given to
computer-based technologies such as the microcomputer, CD-ROM and
computer networks. The Internet, World Wide Web (WWW) and the virtual
classroom were also discussed in terms of their usefulness in teaching and
learning acts. On the basis of the literature survey and qualitative
investigation, a model was developed for the utilisation of information
technology in education.
Modern theories of teaching and learning were discussed as basis for the
integration of information technology. The origins, principles and teaching.
methods of constructivism received the primary focus as the foundation for
modern theories of teaching and learning that form the basis for the
outcomes-based Curriculum 2005 project. Further attention was given to
fundamental principles of teaching and learning such as co-operative learning,
learner-centredness, individualisation, self-directedness, self-activity,
relevance, learning facilitation and the way in which they are influenced by
information technology.
It was found that information technology that can be utilised in education is
developed on a day-to-day basis and that the selection of a particular
technology should not be based on personal preferences, but rather on
principles of teaching and learning. Problems experienced by teachers in
home education and at smaller independent schools in complying with the
demands originating from the fact that they often have to handle more than
one class or subject, can be addressed by making use of information
technology. It was further found that the utilisation of information technology
is not aimed at replacing the teacher, but rather at supporting teaching and at
providing expertise when it is not available. In conclusion it was found that the
learners are still central to the learning process and that information
technology should not determine the learning process but rather serve and
support it. / Thesis (Ph.D.)--Potchefstroom University for Christian Higher Education, 2000
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/9338 |
| Date | January 2000 |
| Creators | Strydom, Esmarie |
| Publisher | Potchefstroom University for Christian Higher Education |
| Source Sets | North-West University |
| Language | other |
| Detected Language | English |
| Type | Thesis |
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