Transformative ICT education practices in rural secondary schools for developmental needs and realities: the Eastern Cape Province, South Africa
- Authors: Simuja, Clement
- Date: 2020
- Subjects: Education, Secondary -- South Africa -- Data processing , Information technology -- Study and teaching (Secondary) --South Africa , Educational technology -- Developing countries , Rural development -- Developing countries , Computer-assisted instruction -- South Africa -- Eastern Cape , Internet in education -- South Africa , Rural schools -- South Africa -- Eastern Cape , Community and school -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/150631 , vital:38991
- Description: The perceived social development significance of Information and Communication Technology (ICT) has dramatically expanded the domains in which this cluster of ICTs is being discussed and acted upon. The action to promote community development in rural areas in South Africa has made its way into the introduction of ICT education in secondary schools. Since rural secondary schools form part of the framework for rural communities, they are being challenged to provide ICT education that makes a difference in learners’ lives. This requires engaging education practices that inspire learners to construct knowledge of ICT that does not only respond to examination purposes but rather, to the needs and development aspirations of the community. This research examines the experience of engaging learners and communities in socially informed ICT education in rural secondary schools. Specifically, it seeks to develop a critique of current practices involved in ICT education in rural secondary schools, and explores plausible alternatives to such practices that would make ICT education more transformative and structured towards the developmental concerns of communities. The main empirical focus for the research was five rural secondary schools in the Eastern Cape Province in South Africa. The research involved 53 participants that participated in a socially informed ICT training process. The training was designed to inspire participants to share their self-defined ICT education and ICT knowledge experiences. Critical Action Learning and Philosophical Inquiry provided the methodological framework, whilst the theoretical framework draws on Foucault’s philosophical ideas on power-knowledge relations. Through this theoretical analysis, the research examines the dynamic interplay of practices in ICT education with the values, ideals, and knowledge that form the core-life experiences of learners and rural communities. The research findings of this study indicate that current ICT education practices in rural secondary schools are endowed with ideologies that are affecting learners’ identity, social experiences, power, and ownership of the reflective meaning of using ICTs in community development. The contribution of this thesis lies in demonstrating ways that reframe ICT education transformatively, and more specifically its practices in the light of the way power, identity, ownership and social experience construct and offer learners a transformative view of self and the world. This could enable ICT education to fulfil the potential of contributing to social development in rural communities. The thesis culminates by presenting a theoretical framework that articulates the structural and authoritative components of ICT education practices – these relate to learners’ conscious understandings and represented thoughts, sensations and meanings embedded in the context, and actions and locations of using their knowledge of ICT.
- Full Text:
- Authors: Simuja, Clement
- Date: 2020
- Subjects: Education, Secondary -- South Africa -- Data processing , Information technology -- Study and teaching (Secondary) --South Africa , Educational technology -- Developing countries , Rural development -- Developing countries , Computer-assisted instruction -- South Africa -- Eastern Cape , Internet in education -- South Africa , Rural schools -- South Africa -- Eastern Cape , Community and school -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/150631 , vital:38991
- Description: The perceived social development significance of Information and Communication Technology (ICT) has dramatically expanded the domains in which this cluster of ICTs is being discussed and acted upon. The action to promote community development in rural areas in South Africa has made its way into the introduction of ICT education in secondary schools. Since rural secondary schools form part of the framework for rural communities, they are being challenged to provide ICT education that makes a difference in learners’ lives. This requires engaging education practices that inspire learners to construct knowledge of ICT that does not only respond to examination purposes but rather, to the needs and development aspirations of the community. This research examines the experience of engaging learners and communities in socially informed ICT education in rural secondary schools. Specifically, it seeks to develop a critique of current practices involved in ICT education in rural secondary schools, and explores plausible alternatives to such practices that would make ICT education more transformative and structured towards the developmental concerns of communities. The main empirical focus for the research was five rural secondary schools in the Eastern Cape Province in South Africa. The research involved 53 participants that participated in a socially informed ICT training process. The training was designed to inspire participants to share their self-defined ICT education and ICT knowledge experiences. Critical Action Learning and Philosophical Inquiry provided the methodological framework, whilst the theoretical framework draws on Foucault’s philosophical ideas on power-knowledge relations. Through this theoretical analysis, the research examines the dynamic interplay of practices in ICT education with the values, ideals, and knowledge that form the core-life experiences of learners and rural communities. The research findings of this study indicate that current ICT education practices in rural secondary schools are endowed with ideologies that are affecting learners’ identity, social experiences, power, and ownership of the reflective meaning of using ICTs in community development. The contribution of this thesis lies in demonstrating ways that reframe ICT education transformatively, and more specifically its practices in the light of the way power, identity, ownership and social experience construct and offer learners a transformative view of self and the world. This could enable ICT education to fulfil the potential of contributing to social development in rural communities. The thesis culminates by presenting a theoretical framework that articulates the structural and authoritative components of ICT education practices – these relate to learners’ conscious understandings and represented thoughts, sensations and meanings embedded in the context, and actions and locations of using their knowledge of ICT.
- Full Text:
Digital colonialism: South Africa’s education transformation in the shadow of Silicon Valley
- Authors: Kwet, Michael
- Date: 2019
- Subjects: Operation Phakisa Education (South Africa) , Educational technology -- South Africa , Internet in education -- South Africa , Educational sociology -- South Africa , Technological innovations -- South Africa , Technological literacy -- South Africa , Education and state -- South Africa , Open source software -- South Africa , Electronic surveillance -- Social aspects -- South Africa , Privacy, Right of -- South Africa , Business and education -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/93767 , vital:30936
- Description: This dissertation investigates the social implications of technology choices for the emerging education transformation of the South African basic education sector. In October 2015, then President Jacob Zuma launched Operation Phakisa Education (OPE), an initiative designed behind closed doors to fast-track digital education into all South African public schools. This study identifies and analyses policy choices and perspectives regarding the technology considered and deployed for the national education rollout. It documents the OPE proposal, and examines how e-education policy choices relate to humanitarian objectives. Theoretically, this study draws upon libertarian socialist theory (anarchism) to examine the sociology of education technology policy. Using anarchist theory, it assesses the perspective, aims, and choices of e-education policy at the national level. It also draws on the Free Software philosophy for society as articulated by Richard Stallman and Eben Moglen. Finally, it compares classic colonialism with global power in the digital era, and posits a theory of digital colonialism. Synthesizing anarchism and the Free Software philosophy into a single theoretical framework – placed into the context of colonial relations – it is the first work to apply anarchist sociological theory to education technology policy, and the first doctoral study on digital colonialism. For its methodology, this dissertation utilizes two qualitative methods: document analysis and semi-structured interviews. Interview subjects include high-level e-education policymakers and administrators in government, key stakeholders, and experts at the intersection of technology innovation and human rights. These methods were used to both identify and interrogate e-education policy as it relates to the humanitarian objectives of education policy at the national level. The findings demonstrate that South African education policy is beholden to largely United States-based corporations and models for e-education. The study found that the types of technologies for consideration in education are rooted in surveillance capitalism, which is spreading across the world. It contends that current e-education policy choices will entrench the power and exploitation of US state-corporate power in South African education, economy, and society. It argues that an alternative set of choices, People’s Technology for People’s Power, is consistent with the spirit of South African technology policy, and should be chosen for South African schools in order to counter the power of foreign power and resist surveillance capitalism. This dissertation is the first publication to document and analyze what the new government education policy is about and how it relates to equality and human rights. It argues that present South African e-education policy constitutes a new form of digitally-driven technocratic neoliberalism which ultimately favors ruling class interests in the United States and South Africa. It also argues that OPE violates South Africa’s Free and Open Source policy and the spirit of democracy outlined in the Phakisa methodology and the Batho Pele principles. This study found that OPE replicates the latest trends in e-education implementation popular in Silicon Valley. Tech multinationals are providing both the products and models for use in South Africa. The dissertation concludes that US technological and conceptual dominance in South African education constitutes digital colonialism. It emphasizes the need for public inclusion in the policy process, and proposes alternative policies and technologies for e-education based on the idea of People’s Technology for People’s Power. It also argues that current scholarship on education technology neglects the political and sociological importance of People’s Technology to education, economy, and society, as well as the global significance of Big Tech dominance vis-a-vis digital colonialism, and that subsequent literature would be enriched by addressing these issues.
- Full Text:
- Authors: Kwet, Michael
- Date: 2019
- Subjects: Operation Phakisa Education (South Africa) , Educational technology -- South Africa , Internet in education -- South Africa , Educational sociology -- South Africa , Technological innovations -- South Africa , Technological literacy -- South Africa , Education and state -- South Africa , Open source software -- South Africa , Electronic surveillance -- Social aspects -- South Africa , Privacy, Right of -- South Africa , Business and education -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/93767 , vital:30936
- Description: This dissertation investigates the social implications of technology choices for the emerging education transformation of the South African basic education sector. In October 2015, then President Jacob Zuma launched Operation Phakisa Education (OPE), an initiative designed behind closed doors to fast-track digital education into all South African public schools. This study identifies and analyses policy choices and perspectives regarding the technology considered and deployed for the national education rollout. It documents the OPE proposal, and examines how e-education policy choices relate to humanitarian objectives. Theoretically, this study draws upon libertarian socialist theory (anarchism) to examine the sociology of education technology policy. Using anarchist theory, it assesses the perspective, aims, and choices of e-education policy at the national level. It also draws on the Free Software philosophy for society as articulated by Richard Stallman and Eben Moglen. Finally, it compares classic colonialism with global power in the digital era, and posits a theory of digital colonialism. Synthesizing anarchism and the Free Software philosophy into a single theoretical framework – placed into the context of colonial relations – it is the first work to apply anarchist sociological theory to education technology policy, and the first doctoral study on digital colonialism. For its methodology, this dissertation utilizes two qualitative methods: document analysis and semi-structured interviews. Interview subjects include high-level e-education policymakers and administrators in government, key stakeholders, and experts at the intersection of technology innovation and human rights. These methods were used to both identify and interrogate e-education policy as it relates to the humanitarian objectives of education policy at the national level. The findings demonstrate that South African education policy is beholden to largely United States-based corporations and models for e-education. The study found that the types of technologies for consideration in education are rooted in surveillance capitalism, which is spreading across the world. It contends that current e-education policy choices will entrench the power and exploitation of US state-corporate power in South African education, economy, and society. It argues that an alternative set of choices, People’s Technology for People’s Power, is consistent with the spirit of South African technology policy, and should be chosen for South African schools in order to counter the power of foreign power and resist surveillance capitalism. This dissertation is the first publication to document and analyze what the new government education policy is about and how it relates to equality and human rights. It argues that present South African e-education policy constitutes a new form of digitally-driven technocratic neoliberalism which ultimately favors ruling class interests in the United States and South Africa. It also argues that OPE violates South Africa’s Free and Open Source policy and the spirit of democracy outlined in the Phakisa methodology and the Batho Pele principles. This study found that OPE replicates the latest trends in e-education implementation popular in Silicon Valley. Tech multinationals are providing both the products and models for use in South Africa. The dissertation concludes that US technological and conceptual dominance in South African education constitutes digital colonialism. It emphasizes the need for public inclusion in the policy process, and proposes alternative policies and technologies for e-education based on the idea of People’s Technology for People’s Power. It also argues that current scholarship on education technology neglects the political and sociological importance of People’s Technology to education, economy, and society, as well as the global significance of Big Tech dominance vis-a-vis digital colonialism, and that subsequent literature would be enriched by addressing these issues.
- Full Text:
Exploring lecturer experiences of the use of ICT in blended learning : a case study at a South African university
- Authors: Ntlabathi, Siyanda
- Date: 2015
- Subjects: Blended learning -- South Africa , Information technology -- South Africa , Education, Higher -- Technological innovations , Computer-assisted instruction -- South Africa , Internet in education -- South Africa , Educational technology -- South Africa , Critical realism
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2044 , http://hdl.handle.net/10962/d1017355
- Description: ICTs have had a tremendous impact on our educational environment. There have been a huge number of developments and support in implementation of ICT in Higher Education teaching and learning, also referred to as e-learning. Similarly there appears to be quite a number of research conducted on the use of ICTs in blended learning settings worldwide and as well as in South Africa. Very little research however, has focussed on the experiences of lecturers with e-learning, specifically as it relates to Learning Management Systems (LMS). In trying to meet the requirements of its academic programmes and be in line with new developments worldwide, the University which is the focus of this study pilot projected the use of an LMS in a blended learning approach which integrates face-to-face classes with Blackboard, an ICT-based system or tool. Following the implementation of the pilot project, this study explores the experiences of lecturers in their blended learning environments at this university in the Eastern Cape province of South Africa. The research design was that of an interpretative paradigm within a qualitative research approach in a case study methodology. Purposive sampling of six lecturers from departments within faculties across two campuses was done. The data was gathered through interviews, a follow-up questionnaire and document analysis was employed. Using Critical and Social Realism as meta-theories the study employed aspects of Activity Theory as substantive theory to understand particular experiences of blended learning environments and identify conditions which enable and constrain engagement in these environments so as to explore potential lessons to inform the kind of educational support which could be offered to facilitate uptake of the LMS.
- Full Text:
- Authors: Ntlabathi, Siyanda
- Date: 2015
- Subjects: Blended learning -- South Africa , Information technology -- South Africa , Education, Higher -- Technological innovations , Computer-assisted instruction -- South Africa , Internet in education -- South Africa , Educational technology -- South Africa , Critical realism
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2044 , http://hdl.handle.net/10962/d1017355
- Description: ICTs have had a tremendous impact on our educational environment. There have been a huge number of developments and support in implementation of ICT in Higher Education teaching and learning, also referred to as e-learning. Similarly there appears to be quite a number of research conducted on the use of ICTs in blended learning settings worldwide and as well as in South Africa. Very little research however, has focussed on the experiences of lecturers with e-learning, specifically as it relates to Learning Management Systems (LMS). In trying to meet the requirements of its academic programmes and be in line with new developments worldwide, the University which is the focus of this study pilot projected the use of an LMS in a blended learning approach which integrates face-to-face classes with Blackboard, an ICT-based system or tool. Following the implementation of the pilot project, this study explores the experiences of lecturers in their blended learning environments at this university in the Eastern Cape province of South Africa. The research design was that of an interpretative paradigm within a qualitative research approach in a case study methodology. Purposive sampling of six lecturers from departments within faculties across two campuses was done. The data was gathered through interviews, a follow-up questionnaire and document analysis was employed. Using Critical and Social Realism as meta-theories the study employed aspects of Activity Theory as substantive theory to understand particular experiences of blended learning environments and identify conditions which enable and constrain engagement in these environments so as to explore potential lessons to inform the kind of educational support which could be offered to facilitate uptake of the LMS.
- Full Text:
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