You are here:

Use of Information and Communication Technology in Teaching, Learning and Administration in the Gauteng Department of Education, South Africa
PROCEEDINGS

, University of Johannesburg, South Africa

EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The aim of the research was to undertake a baseline study to determine the use of electronic learning resources in Gauteng provincial schools. The baseline study used a survey instrument based on an e-maturity framework and is part of a larger project. The research design exploits a development design framework that integrates design experiments and analytical design research approaches. Results show that successful use of Information and Communication Technology to support student performance is dependent on learning and teaching practices, and on leadership and management. In addition, the research identified the most e-mature schools that will participate in the next phase of the research to understand more fully the complex interactions that are part of the “ecologies of practice” within every school. This research will attempt to identify the “keystone species” who take the lead in the use of ICTs to support student cognitive development.

Citation

Amory, A. (2010). Use of Information and Communication Technology in Teaching, Learning and Administration in the Gauteng Department of Education, South Africa. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 39-46). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 15, 2018 from .

Keywords

View References & Citations Map

References

  1. Bannan-Ritland, B. (2003). The role of design in research: The integrative learning design framework. Educational Researcher, 32(1), 21.
  2. Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1-14.
  3. Becta. (2006). What is the self-review framework? Retrieved February, 16, 2007, from http://www.kented.org.uk/NGfL/ict/srf/docs/what_is_selfreview_framework.pdf
  4. Brown, A.L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178.
  5. Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9.
  6. Fleisch, B. (2007). History of the school effectiveness and improvement movement in Africa. In T. Townsend (Ed.), International Handbook of School and Improvement (pp. 341-350). Springer.
  7. Gauteng Department of Education. (2004). Circular 33: Self-provisioning and augmentation of Gautengonline (GoL) solution. Retrieved November, 22, 2009 from http://www.education.gpg.gov.za/legislation/circulars/ 2004circulars/Circ.33.2004.final.doc and
  8. Hogenbirk, P., & Van de Braak, P. (2008). ICT action school development on the basis of an inspectorate assessment. In Proceedings of LYICT, Kuala Lumpur.
  9. Jansen, J.D. (1995). Effective schools? Comparative Education, 31(2), 181-200.
  10. Lautenbach, G. (2009).
  11. Marshall, S. (2006). E-Learning maturity model version two: New Zealand tertiary institution e-learning capability: informing and guiding e-learning architectural change and development project report. Report to the New Zealand-45-Ministry of Education. Wellington. Retrieved November 19, 2009, from http://www.educationcounts.govt.nz/ Publications/ict/58139.
  12. Nardi, B.A., & O'Day, V. (2000). Information ecologies: Using technology with heart. Cambridge, MA: MIT Press.
  13. Reed, D. (2006). Escaping poverty's grasp: The environmental foundations of poverty reduction. London, Sterling, VA: Earthscan/James & James.
  14. Reeves, T.C., & Hedberg, J.G. (2003). Interactive Learning Systems evaluation. Englewood Cliffs, New Jersey: Educational Technology Publications.
  15. Reeves, T.C., Herrington, J., & Oliver, R. (2004). A development research agenda for online collaborative learning. Educational Technology Research& Development, 52(4), 53-65.
  16. Schreurs, J. (2007). ICT use in school: vision and performance measures. In Proceeding of the ICL-conference. Villach. Retrieved November 17, 2009, from https://doclib.uhasselt.be/dspace/bitstream/1942/8080/1/ICL07.pdf.
  17. Taylor, N. (2007). Equity, efficiency and the development of South African school. In T. Townsend (Ed.), International Handbook of School and Improvement (pp. 523-540). Springer.
  18. Taylor, N., Muller, J., & Vinjevold, P. (2003). Getting schools working: Research and systemic school reform in
  19. UNESCO (2008). ICT Competency Standards for Teachers. Policy framework, Competency standards Modules and Implementation guidelines. Retrieved June, 15, 2008, from http://cst.unesco-ci.org/sites/projects/cst/default.aspx
  20. Verspoor, A. (2006). Effective schools for Sub Saharan Africa. Presented at the Association for the Development of Education in Africa Biennale on Education in Africa (Libreville, Gabon, March 27-31, 2006), Libreville, Gabon. Retrieved November 23, 2009, from http://www.adeanet.org/adeaPortal/adea/biennial-2006/doc/document/ PL3_1_verspoor_en.pdf.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. Evaluation of a Survey on the Use of Information and Communication Technology in Teaching, Learning and Administration in the Gauteng Department of Education, South Africa

    Alan Amory, University of Johannesburg, South Africa

    EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 95–103

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.