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A Multi-Site Study of ICT Pedagogical Practices in Schools: The South African Case
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, Educational Information & Engineering Technology, University of the Witwatersrand, South Africa

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Technological knowledge is now mandatory for productive participation in society, education, and the workforce. In an effort to continue promoting equality, diversity, access, and inclusion, the research was conducted with the objectives of building a national picture of how technologies are used in South African classrooms and understanding the variations in practice and access in different parts of the country. The study was exploratory and descriptive in nature. This work provides clear evidence of the state of Information and Communication Technology (ICT) in schools in South Africa. It became clear that the uneven distribution of ICT infrastructure and knowledge was standing in the way of achieving universal ICT access and services as pronounced in the National Development Plan (NDP). The findings were congruent with what the government has termed the ‘triple challenge’ of inequality (uneven distribution of ICT infrastructure, skills, competencies, and human capital), unemployment, and poverty.

Citation

Dlamini, R. (2018). A Multi-Site Study of ICT Pedagogical Practices in Schools: The South African Case. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2139-2154). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 30, 2020 from .

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