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.

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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

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.

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c. Lack of hardware and guidance to use them:

Schools are still not sure as to what type of computers and other technological devices they

should use. Institutions need to understand their requirement and work accordingly.

Availability of gadgets is important for proper and smooth functioning without any

hindrances.

Institutions and teachers need to prepare themselves to make students work together on

one device as well as let them work individually on one device. Also there is a need for

proper and timely guidance that should be provided to teachers for the effective use of

technology.

d. Kids will know more than me attitude:

Kids today are more active and pro when it comes to technical things. Teachers are afraid of

the potential technology holds and the power of knowledge students can get with it. This

attitude that kids may know more than me makes educators insecure and backs them up.

Instead, teachers should interact and engage with other students and try to learn along with

them. Teachers also have to become a learner in order to enjoy the benefits of this mix.

e. Fear of technology: (Technophobia)

Educators have this Fear of the unknowns with new technologies. They are Scared to

experiment with new technologies. Also, this thought of having to learn it all at once slips

them away from the idea of integrating technology.

Thinking that a technology coach must have all answers is one other reason that leads them

to get away from the idea.