QUESTION 1 1.1. Discuss how ICT integration can transform teaching and learning in the context of South Africa The implementation of ICTs in South African schools is aimed at providing quality education to all. In the same way ICT, as an enabler, would have a huge impact on the performance of South African learners. The acquired knowledge and skills will assist teachers in tapping into better educational content; teaching and learning potential and administrative systems. The following are ways in which ICT integration can transform teaching and learning in the context of South Africa:  It enhances/revolutionizes the learning process;  It enables students to be actively involved in a learning process;  It motivates the students and encourages them to be engaged in a lesson;  Computer technology appeals to and supports a variety of learning styles;  It captures and holds students attention;  It provides unique, effective and powerful teaching and learning opportunities;  It links learners to a multitude of educational resources in multimedia/digital format;  It supports communication with subject and other experts beyond classroom walls;  Its communication facilities support co-operative learning;  It supports, extends and amplifies learners cognitive abilities to perform learning activities;  Helps to collaborate / communicate information;  Helps to search/ get information;  Leads to the Expansion of computer skills; and  Teachers as well as learners have extra resources at their finger tips. 3 1.2. Explain FIVE (5) challenges that hindered the successful implementation of ICT in Gauteng Schools. According to Bingimlas (2009:235) the act of integrating ICT into teaching and learning is a complex process and one that may encounter a number of difficulties. Literature tends to highlight amongst others, the following as being the common obstacles to successful ICT integration: a. Resistance to change: Easy way out is to keep the status quo. Teachers’ attitudes play an important role in the teaching-learning process that utilises computers and Internet connections. Unfortunately, according to Wheeler (2000:3), whilst some have passionately integrated technology (such as computers), others have guardedly welcomed it whilst others have out rightly rejected it (Wheeler, 2000:3). The resistance in the acceptance of ICT in the classroom is often said to be primarily based on the “risk of teachers losing influence over the values and directions of classroom activity” (Chan, 2003:36). However, it is very important; to note that resistance to change is not necessarily a barrier in itself but could also be an indication of the presence of a much deeper problem. This deeper problem as espoused by Cox et al (1999) appears to be the lack of the necessary knowledge, skills and attitude (SKAs) to adapt to the changes which will necessarily be brought in education by technology. b. Lack of training opportunities and rigid teaching models: Naturally the use of ICT in teaching, learning and managing educational institutions, just like any other innovation, compels the emergence of a new set of skills, attitudes and pedagogical approaches that requires continuous training programs to build sufficient capacity among teachers, developers, educators and administrators. Educators aren’t provided with sufficient training and proper technical support. With so many roles to play, there is shortage of time to practice with new and ever-changing technologies. The already existing teaching models are rigid to be transformed. Technology can and does enhance the performance of educators, professors, and entire school and university systems. Basic skills for the students and educators of the 21st century skills will include basic literacy in the subject areas but in addition, students also need basic scientific, economic, and digital literacy. To truly understand the benefit of technology use for learning, teachers need to be able to appreciate the benefits of technology as a tool for learning. They need to view the tool, as beneficial, enabling their students and themselves to perform their jobs more effectively. Classrooms must support learning environments that reflect an understanding of what keeps children in eager pursuit of knowledge