Factors enabling and constraining ICT implementation in schools: a multiple case study of three secondary schools in Lesotho
- Authors: Kalake, Matsitso
- Date: 2009
- Subjects: Education -- Lesotho Computer-assisted instruction -- Lesotho Information technology -- Lesotho Educational technology -- Lesotho Education, Secondary -- Lesotho -- Data processing Education -- Lesotho -- Computer network resources Educational innovations -- Lesotho Educational change -- Lesotho
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1858 , http://hdl.handle.net/10962/d1004539
- Description: This study focused on the implementation of ICTs in secondary schools in Lesotho. The main question addressed was: What are the enabling and constraining factors in the implementation of ICTs in schools? The work was undertaken in recognition of the fact that schools in the country were autonomously acquiring computers and using a variety of curricula without much coordination and policies from the government. There were factors encouraging schools to delve into this educational change: and challenges were already evident. This required further investigation. The research approach commenced with a critical review of the literature. Literature was drawn from developed and developing countries in order to understand the process of ICT implementation from a variety of contexts. The enquiry about the implementation process in all the countries focused on the rationale behind the use of ICTs in schools. ICT policies guiding implementation, principal leadership, teacher professional development and ICT resources. The literature review was followed by case studies of three secondary schools in Mafeteng district in Lesotho. Using both qualitative and quantitative methods of research, the study sought to determine from key people in three case study schools their overall understanding of how the process of implementation was carried out and what they perceived as enablers and constraints. The findings revealed that planning, access arrangements, training, support and to a lesser extent resources played a role in either impeding or encouraging the key ICT implementers at school and classroom level. Additionally, the key role of the principal and the MoE were highlighted in the study.
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- Authors: Kalake, Matsitso
- Date: 2009
- Subjects: Education -- Lesotho Computer-assisted instruction -- Lesotho Information technology -- Lesotho Educational technology -- Lesotho Education, Secondary -- Lesotho -- Data processing Education -- Lesotho -- Computer network resources Educational innovations -- Lesotho Educational change -- Lesotho
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1858 , http://hdl.handle.net/10962/d1004539
- Description: This study focused on the implementation of ICTs in secondary schools in Lesotho. The main question addressed was: What are the enabling and constraining factors in the implementation of ICTs in schools? The work was undertaken in recognition of the fact that schools in the country were autonomously acquiring computers and using a variety of curricula without much coordination and policies from the government. There were factors encouraging schools to delve into this educational change: and challenges were already evident. This required further investigation. The research approach commenced with a critical review of the literature. Literature was drawn from developed and developing countries in order to understand the process of ICT implementation from a variety of contexts. The enquiry about the implementation process in all the countries focused on the rationale behind the use of ICTs in schools. ICT policies guiding implementation, principal leadership, teacher professional development and ICT resources. The literature review was followed by case studies of three secondary schools in Mafeteng district in Lesotho. Using both qualitative and quantitative methods of research, the study sought to determine from key people in three case study schools their overall understanding of how the process of implementation was carried out and what they perceived as enablers and constraints. The findings revealed that planning, access arrangements, training, support and to a lesser extent resources played a role in either impeding or encouraging the key ICT implementers at school and classroom level. Additionally, the key role of the principal and the MoE were highlighted in the study.
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The potential use of e-learning to support teaching, learning and assessment in Information Systems at Walter Sisulu University
- Authors: Sabalele, Tabisa
- Date: 2008
- Subjects: Walter Sisulu University for Technology & Science Information technology -- Study and teaching (Higher) -- South Africa Educational technology -- South Africa Education, Higher -- Computer-assisted instruction Universities and colleges -- Computer networking Computer-assisted instruction -- South Africa Internet in higher education Educational tests and measurements
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1899 , http://hdl.handle.net/10962/d1006209
- Description: This research is an investigation of the potential means to make the Information Systems (IS) course more accessible to Walter Sisulu University (WSU) students. As some IS students at this institution are unable to attend classes on a regular basis, this study aims to establish if and how the WSU Accounting Department (which offers the IS course) could use e-Iearning to support the teaching, learning and assessment of IS. This qualitative study was approached from an interpretive perspective. The study has undergone one cycle of an action research approach. The methods used in the study include surveys, an expert review and focus group interviews. The data was elicited from participants using questionnaires and an interview schedule. A staff questionnaire was used to elicit information from IS staff from four contact universities in South Africa to determine their experience of using Information and Communication Technology (ICT) for e-learning in an IS course. A student questionnaire was used to determine the WSU IS students' reasons for absenteeism, their learning needs, and their current computer access and skills. Data from both of these surveys informed the development of the WSU IS pilot website. An expert review questionnaire ascertained the subject expert's opinions about the newly developed WSU IS pilot website. The website was found to be of good quality with respect to the four aspects that Harvey and Green (J 993 cited in Lomas 2002) use to define quality. Some modifications were made to the WSU IS pilot website as a result of the expert's comments. After the website was used by the IS students, two focus group interviews were conducted to determine the students' perceptions of the value of the website. The data was analyzed, interpreted and linked to the literature surveyed. The main findings indicate that the WSU IS pilot website could be part of a more globalised higher education offering than the paper-based IS course offered before. However, the staff and the student surveys revealed that ICT has opened the gap in equity at the higher education institutions, highlighting that access to a university does not mean equal access to lectures and computers. The WSU IS pilot website endeavoured to capitalise on students' physical access to computers by supporting epistemological access to the curriculum, by encouraging them to exercise control over their learning. This study has ideally enabled the Accounting Department to deliver its services to students and this in turn will hopefully help WSU retain its part-time students and improve the student pass rates.
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- Authors: Sabalele, Tabisa
- Date: 2008
- Subjects: Walter Sisulu University for Technology & Science Information technology -- Study and teaching (Higher) -- South Africa Educational technology -- South Africa Education, Higher -- Computer-assisted instruction Universities and colleges -- Computer networking Computer-assisted instruction -- South Africa Internet in higher education Educational tests and measurements
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1899 , http://hdl.handle.net/10962/d1006209
- Description: This research is an investigation of the potential means to make the Information Systems (IS) course more accessible to Walter Sisulu University (WSU) students. As some IS students at this institution are unable to attend classes on a regular basis, this study aims to establish if and how the WSU Accounting Department (which offers the IS course) could use e-Iearning to support the teaching, learning and assessment of IS. This qualitative study was approached from an interpretive perspective. The study has undergone one cycle of an action research approach. The methods used in the study include surveys, an expert review and focus group interviews. The data was elicited from participants using questionnaires and an interview schedule. A staff questionnaire was used to elicit information from IS staff from four contact universities in South Africa to determine their experience of using Information and Communication Technology (ICT) for e-learning in an IS course. A student questionnaire was used to determine the WSU IS students' reasons for absenteeism, their learning needs, and their current computer access and skills. Data from both of these surveys informed the development of the WSU IS pilot website. An expert review questionnaire ascertained the subject expert's opinions about the newly developed WSU IS pilot website. The website was found to be of good quality with respect to the four aspects that Harvey and Green (J 993 cited in Lomas 2002) use to define quality. Some modifications were made to the WSU IS pilot website as a result of the expert's comments. After the website was used by the IS students, two focus group interviews were conducted to determine the students' perceptions of the value of the website. The data was analyzed, interpreted and linked to the literature surveyed. The main findings indicate that the WSU IS pilot website could be part of a more globalised higher education offering than the paper-based IS course offered before. However, the staff and the student surveys revealed that ICT has opened the gap in equity at the higher education institutions, highlighting that access to a university does not mean equal access to lectures and computers. The WSU IS pilot website endeavoured to capitalise on students' physical access to computers by supporting epistemological access to the curriculum, by encouraging them to exercise control over their learning. This study has ideally enabled the Accounting Department to deliver its services to students and this in turn will hopefully help WSU retain its part-time students and improve the student pass rates.
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Models of internet connectivity for secondary schools in the Grahamstown circuit
- Authors: Brandt, Ingrid Gisélle
- Date: 2006
- Subjects: Internet in education -- South Africa -- Grahamstown , Computer networks -- South Africa -- Grahamstown , Information technology -- Study and teaching (Secondary) -- South Africa -- Grahamstown , Information technology -- South Africa -- Grahamstown , Computer-assisted instruction -- South Africa -- Grahamstown , Telecommunication in education -- South Africa -- Grahamstown , Education, Secondary -- South Africa -- Grahamstown -- Data processing
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4641 , http://hdl.handle.net/10962/d1006566 , Internet in education -- South Africa -- Grahamstown , Computer networks -- South Africa -- Grahamstown , Information technology -- Study and teaching (Secondary) -- South Africa -- Grahamstown , Information technology -- South Africa -- Grahamstown , Computer-assisted instruction -- South Africa -- Grahamstown , Telecommunication in education -- South Africa -- Grahamstown , Education, Secondary -- South Africa -- Grahamstown -- Data processing
- Description: Information and Communication Technologies (ICTs) are becoming more pervasive in South African schools and are increasingly considered valuable tools in education, promoting the development of higher cognitive processes and allowing teachers and learners access to a plethora of information. This study investigates models of Internet connectivity for secondary schools in the Grahamstown Circuit. The various networking technologies currently available to South African schools, or likely to become available to South African schools in the future, are described along with the telecommunications legislation which governs their use in South Africa. Furthermore, current ICT in education projects taking place in South Africa are described together with current ICT in education policy in South Africa. This information forms the backdrop of a detailed schools survey that was conducted at all the 13 secondary schools in the Grahamstown Circuit and enriched with experimental work in the provision of metropolitan network links to selected schools, mostly via Wi-Fi. The result of the investigation is the proposal of a Grahamstown Circuit Metropolitan Education Network.
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- Authors: Brandt, Ingrid Gisélle
- Date: 2006
- Subjects: Internet in education -- South Africa -- Grahamstown , Computer networks -- South Africa -- Grahamstown , Information technology -- Study and teaching (Secondary) -- South Africa -- Grahamstown , Information technology -- South Africa -- Grahamstown , Computer-assisted instruction -- South Africa -- Grahamstown , Telecommunication in education -- South Africa -- Grahamstown , Education, Secondary -- South Africa -- Grahamstown -- Data processing
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4641 , http://hdl.handle.net/10962/d1006566 , Internet in education -- South Africa -- Grahamstown , Computer networks -- South Africa -- Grahamstown , Information technology -- Study and teaching (Secondary) -- South Africa -- Grahamstown , Information technology -- South Africa -- Grahamstown , Computer-assisted instruction -- South Africa -- Grahamstown , Telecommunication in education -- South Africa -- Grahamstown , Education, Secondary -- South Africa -- Grahamstown -- Data processing
- Description: Information and Communication Technologies (ICTs) are becoming more pervasive in South African schools and are increasingly considered valuable tools in education, promoting the development of higher cognitive processes and allowing teachers and learners access to a plethora of information. This study investigates models of Internet connectivity for secondary schools in the Grahamstown Circuit. The various networking technologies currently available to South African schools, or likely to become available to South African schools in the future, are described along with the telecommunications legislation which governs their use in South Africa. Furthermore, current ICT in education projects taking place in South Africa are described together with current ICT in education policy in South Africa. This information forms the backdrop of a detailed schools survey that was conducted at all the 13 secondary schools in the Grahamstown Circuit and enriched with experimental work in the provision of metropolitan network links to selected schools, mostly via Wi-Fi. The result of the investigation is the proposal of a Grahamstown Circuit Metropolitan Education Network.
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Learners' perceptions of creating a collaborative hypermedia product: an exploratory case study at Mount Pleasant Primary School
- Authors: du Plessis, André
- Date: 2004
- Subjects: Computer-assisted instruction -- South Africa Computers -- Study and teaching -- South Africa Education, Elementary -- Activity programs Competency-based education -- South Africa Educational technology -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1663 , http://hdl.handle.net/10962/d1003546
- Description: The Ministry of Education (SICTE, 2002) states that the widespread introduction of computers in schools should support Curriculum 2005 and that computer technology is part and parcel of making schools the center of community life. The vision is to establish Smart Schools: schools that are reinvented in terms of teaching-learning practices to prepare learners for the information era (SICTE, 2002). Kafai (1996:71) has found that conventional school assignments rarely give learners the opportunity to spend a great deal of time on complex projects. As a result, many learners have little experience in design: planning, problem solving, researching, dealing with time constraints, modifying expectations and synthesizing everything in a project. Research by Carver, Lehrer, Connell and Erickson (1992); Lehrer, (1993); Lehrer, Erickson and Connell (1994); Kafai (1996); Liu and Hsiao (2002) and Liu (2002) indicates that the design of hypermedia artefacts can assist in providing experience in design. To date, no equivalent research has been conducted in South Africa to ascertain the perceptions of learners regarding the creation of a hypermedia artefact over an extended period of time and whether some of the critical outcomes specified in Curriculum 2005 can be addressed in such a learning-by-design hypermedia project. This study shows that design skills and aspects related to the critical outcomes of Curriculum 2005 can be achieved. Furthermore, it indicates that this kind of project encourages interest, motivation and collaboration. In addition, it suggests that learners experience the role of the teacher as different and prefer such a learning environment. In spite of the positive results, some aspects that need attention for future implementation are suggested.
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- Authors: du Plessis, André
- Date: 2004
- Subjects: Computer-assisted instruction -- South Africa Computers -- Study and teaching -- South Africa Education, Elementary -- Activity programs Competency-based education -- South Africa Educational technology -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1663 , http://hdl.handle.net/10962/d1003546
- Description: The Ministry of Education (SICTE, 2002) states that the widespread introduction of computers in schools should support Curriculum 2005 and that computer technology is part and parcel of making schools the center of community life. The vision is to establish Smart Schools: schools that are reinvented in terms of teaching-learning practices to prepare learners for the information era (SICTE, 2002). Kafai (1996:71) has found that conventional school assignments rarely give learners the opportunity to spend a great deal of time on complex projects. As a result, many learners have little experience in design: planning, problem solving, researching, dealing with time constraints, modifying expectations and synthesizing everything in a project. Research by Carver, Lehrer, Connell and Erickson (1992); Lehrer, (1993); Lehrer, Erickson and Connell (1994); Kafai (1996); Liu and Hsiao (2002) and Liu (2002) indicates that the design of hypermedia artefacts can assist in providing experience in design. To date, no equivalent research has been conducted in South Africa to ascertain the perceptions of learners regarding the creation of a hypermedia artefact over an extended period of time and whether some of the critical outcomes specified in Curriculum 2005 can be addressed in such a learning-by-design hypermedia project. This study shows that design skills and aspects related to the critical outcomes of Curriculum 2005 can be achieved. Furthermore, it indicates that this kind of project encourages interest, motivation and collaboration. In addition, it suggests that learners experience the role of the teacher as different and prefer such a learning environment. In spite of the positive results, some aspects that need attention for future implementation are suggested.
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