Abstract
The use of ICT in teaching and learning in classroom is determined by the level of computer literacy by both teachers and learners. This paper presents the level of computer literacy in teachers and learners for the use of educational technologies in classroom at the six schools at Gauteng’s Tshwane South District 4 (TSD 4). The study used both quantitative and qualitative approach in its methodology, by using questionnaires and interviews to collect data from both teachers and learners. The participants of the study were 24 teachers and 670 learners from the six schools. Data from questionnaires were analysed by means of frequencies, tables, means and standard deviations. The qualitative data from the interviews with 6 teachers and 6 School Management Team members were analyzed by reading repeatedly the transcripts in order to identify the patterns, categories and themes using relevant codes. These themes were presented and discussed in a narrative way together with some verbatim. DOI: 10.5901/mjss.2014.v5n23p1017
Highlights
The White Paper on e-Education, DoE, (2004) states that Information and Communication Technologies (ICTs) are the combination of networks, hardware and software as well as the means of communication, collaboration and engagement that enable the processing, management and exchange of data, information and knowledge.The rapid development in Information and Communication Technology (ICT) have made tremendous changes in the twenty-first century, as well as affected the demands of modern societies
Roblyer, (2004), argues that one of the things that make teaching so challenging is that it goes on in an environment that mirrors and sometimes magnifies some of societies’ most profound and problematic issues and adding ICTs to this mix makes the situation even more complex, yet to integrate them successfully into their teaching, educators need to adapt to the effects that ICTs have on education
A comprehensive picture of teachers and learners computer literacy at the six schools that were involved in the study were provided in this article
Summary
The White Paper on e-Education, DoE, (2004) states that Information and Communication Technologies (ICTs) are the combination of networks, hardware and software as well as the means of communication, collaboration and engagement that enable the processing, management and exchange of data, information and knowledge.The rapid development in ICTs have made tremendous changes in the twenty-first century, as well as affected the demands of modern societies. Recognizing the impact of new technologies on the workplace and everyday life, today’s educational institutions try to restructure their educational programs and classroom facilities, in order to minimize the teaching and learning technology gap between developed and the developing countries. This restructuring process involves effective integration of ICTs into the curricula in order to provide learners with knowledge of specific subject areas in an attempt to enhance meaningful learning. To this end, Roblyer, (2004), argues that one of the things that make teaching so challenging is that it goes on in an environment that mirrors and sometimes magnifies some of societies’ most profound and problematic issues and adding ICTs to this mix makes the situation even more complex, yet to integrate them successfully into their teaching, educators need to adapt to the effects that ICTs have on education
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