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Name: Masilane_LR Student No.

201019689

CRITICAL EVALUATION OF GAUTENGONLINE AND KHANYA PROJECTS IN SOUTH AFRICA

TABLE OF CONTENTS
Description Introduction Background and Scope Impact on Learning and Learners Impact on Educators and Teaching Community Involvement Barriers Conclusion Kozmas Conceptual Framework Bibliography Page 2 2 2 3 4 4 5 6 7

Introduction In 2004 The Department of Education recognised the task of integrating ICT and infrastructure required for ICT in schools with the final phase to be completed by 2013. Several initiatives were undertaken in the country with regards to implementation of e-education (ICT) in schools. One of the largest projects is probably the Khanya in the Western Cape Education department which was established in April 2001 before the formal adoption of the e-Education White Paper. Gauteng Online is the leading technology access programme in schools in the Gauteng province. It is a programme of the Gauteng provincial government through its Department of Education. The programmes access model involved establishing a computer laboratory with 25 work stations, Internet and e-mail access, to be used for curriculum delivery in all Gauteng schools by 2007. I will now use Kozmas conceptual framework for ICT on the fifth page(see last page) to critically evaluate GautengOnline and Khanya projects. Background and Scope The use of ICT in education and training has been priority for GautengOline and Khanya e-education projects during the last six years, but progress has been uneven. There are considerable differences of maturity within and between the two provinces (Western Cape and Gauteng), and between schools within provinces. In Gauteng a small percentage of schools especially in the townships have embedded ICT into the curriculum. In the Western Cape Province, a large amount of schools have implemented ICT into the curriculum to support and transform teaching and learning across a wide range of subject areas. Most schools in Gauteng, however, are in the early phase of ICT adoption. Impact on learning and learners Measuring ICT impact against learners achievement and improvement of their basic skills is one way of impact assessment. In both provinces (The 2

Western Cape and Gauteng), schools with higher levels of e-maturity demonstrate a more rapid increase in performance scores than those with lower levels, particular in the Western Cape Education Department. ICT impacts positively on educational performance, particularly in Mathematics, Physical Science and English. The introduction of interactive whiteboards in some school in both provinces has also improved learners performance in mathematics and science more than schools without interactive whiteboards. Motivation and Skills The learners are more motivated and pay special attention when computers and the Internet are used in class. However if e-learning is wrongly used it results in pedagogical (educational) disadvantage. ICT has a strong motivational effect and positive effects on behaviour, communication and process skills of learners. Independent learning Learners assume greater responsibility for their own learning when they use ICT, working more independently and effectively. ICT offers learners assignments better suited to individual needs and makes it easier to organize their own learning, through the use of, for example, digital portfolios. ICT use at schools can help to minimise the social divide by reducing the digital divide. Learners competencies and use of ICT Through the use of ICT, learner develops metacognition and higher order thinking skills. ICT create learning environments where learners are more actively engaged in the creation of knowledge rather than just being passive consumers. Teamwork Collaboration between students is greater when they use ICT for project work.

Impact on educators and teaching There is considerable evidence of the impact of ICT on teachers and teaching. Increased enthusiasm The khanya and GautengOline interventions and training programmes result in positive attitudes towards ICT in teachers. In the Western Cape the Khanya project will empower every educator in 3

every school to use appropriate and available technology to deliver curriculum to each and every learner in the province. Issuing educators with their own laptop computer by both GautenOline and khanya projects will increase positive attitudes to educators towards the utilisation of ICT and their own school work. Increased efficiency and collaboration Educators use ICT to plan lessons more efficiently and more effectively. ICT increases efficiency in planning and preparation of work due to a more collaborative approach between teachers. ICT enables teachers to cooperate more and share curriculum plans with colleagues and School Management Team (SMT). The educators competencies and use of ICT Teachers basic ICT skills have increased dramatically.

Community involvement It is generally believed that access to information is linked with access to power, be it economic or political power. Technological changes can be used to promote economic and social conditions of the community. Both projects (Khanya and Gauteng) generally believe that the new ICTs can offer real opportunities to improve the quality of community life. Given the transforming nature of ICTs, they emphasise the necessity of ensuring community participation in all the stages of introducing ICTs. Although some individuals or communities have started using ICTs, the great majority of the people in these provinces (Gauteng and Western Cape) do not use them. In khanya project, a group of women were trained before the government project was launched. This training enabled them to understand the potential advantages of the project and to share their views with other community members. These women were also able to express their own information and communication needs and were therefore more likely to take advantage of ICTs and seek ways to sustain their introduction in the community.

Barriers The factors that impede the successful implementation of ICT in teaching by both Khanya and GautengOnline are the following: Teacher-level barriers Teachers poor ICT competence, low motivation and lack of confidence in using new technologies in teaching are significant determinants of their levels of engagement in ICT. These are directly related to the quality and quantity of teacher training programmes. School level barriers 4

Limited access to ICT due to a lack or poor organisation of ICT resources, poor quality and inadequate maintenance of hardware as well as unsuitable educational software are also major elements in teachers levels of ICT use. Moreover, the absence of an ICT dimension in the overall schools strategies and their limited experience with project-oriented activities supported by ICT, are significant in determining levels of ICT use by teachers. System-level barriers In both provinces in particular Gauteng it is the educational system itself and its rigid assessment structures that impede the integration of ICT into everyday learning activities.

Burglaries IT crime is private company that developed the National Independent Computer Serial Number as part of the programme to fight computer theft in both provinces. Theft has been successfully combated in schools in the Western Cape but in Gauteng syndicates have successfully stolen computers from more than 250 schools. This theft hits the Gauteng Province heavily as it cost an average of R260 000 for workstations for each lab.

Conclusion The key word is transformation. If the organisational and institutional context does not support new working methods, educational practices will not change. Competency development specifically team work, independent learning and higher order thinking skills should be formally included in the curriculum and ways of assessing them explored. To be confident, teachers must be able to upgrade their ICT skills and gain more pedagogical knowledge and this in a much more active way than previously. Training programmes should be more school-based and adapted to the particular needs of teachers and fit to personal and subject specific needs, or project related needs. The two ICT projects (Khanya and GautengOnline) should use the ADDIE Model below to evaluate the success and failure of their projects.

Develop

Implement Evaluate 5

Analyse Design

KOZMAS CONCEPTUAL FRAMEWORK PROJECTS

FOR

EVALUATION

OF

ICT

National Economic & Social Development Economic Development Strategy Social Development Strategy Infrastructure Development Poverty Reduction Strategy WB, NGO, other assistance Private Sector Development Contribution Context

Intervention Design Curriculum Pedagogy Assessment ICT use Infrastructure Equipment Target ICT Software/Conte Intervention nt Networking Teacher Training Equipment operation Software use Instructional Integration

Local Support Administrative support Support from other teachers Professional development Technical support Community support Implementation Use of computers Use of Internet Pedagogical strategies Student/learner products

Student Impact Higher literacy Better jobs Higher income Higher life satisfaction Improved health Reduced gendergap Connection to global Socio and economic change

Education Context Curriculum Reform Instructional Reform Assessment Reform ICT Master Plan Teacher Development School Organization Reform Decentralization Community Bibliography Participation

Digital Education Content

ICT Outcomes Students: ICT skills ICT attitudes Information skills Communication Skills Teachers: Tech skills Pedagogical skills

ICT Use in Home & Community

Kozma, R.B. 2005. MONITORING AND EVALUATION OF ICT IN EDUCATION PROJECTS. Washington, DC: InfoDev/World Bank. Angeli, C. 2008. EVALUATING THE USE OF ICT IN EDUCATION. Cyprus: IFETS. Koper, R. 2003: INTEGRATED E-LEARNING. New York: RoutledgeFalmer. Kkanya Project., 2008. Technical Implementation [Online] Available at: http://www.khanya.co.za/projectinfo/? catid=27 [Accessed 12 April 2010]. Kkanya Project., 2008. Summary of the project [Online] Available at: http://www.khanya.co.za/projectinfo/? catid=32 [Accessed 12 April 2010]. Kkanya Project., 2008. Khanya Achievements [Online] Available at: http://www.khanya.co.za/projectinfo/? catid=23 [Accessed 13 April 2010]. van Wyk, K., 2002. Khanya Business Plan [Online] Available at: http://www.khanya.co.za/projectinfo/?catid=22 [Accessed 15 April 2010]. Gauteng online project., 2009. Gauteng Online Slammed as 3BN Flop [Online] Available at: http://www.educationweb.co.za/ew/?p=467 [Accessed 12 April 2010]. Mahlong, A., 2009. GSSC defends Gauteng Online [Online] Available at: http://mybroadband.co.za/news/General/7053.html [Accessed on 19 April 2010].

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