DIGITALINFORMATION AND COMMUNICATION TECHNOLOGY AS A TOOL FOR TEACHING AND TEACHER DEVELOPMENT: A CASE STUDY OF MTHUNZIWOXOLO SECONDARY SCHOOL, KWAZULU-NATAL
1 Durban University of Technology (SOUTH AFRICA)
2 Mziwoxolo Secondary School (SOUTH AFRICA)
2 Mziwoxolo Secondary School (SOUTH AFRICA)
About this paper:
Appears in: EDULEARN17 Proceedings
Publication year: 2017
Pages: 702-711
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.1150
Publication year: 2017
Pages: 702-711
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.1150
Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain
Dates: 3-5 July, 2017
Location: Barcelona, Spain
Abstract:
Recently, the Minister of the Department of Basic Education (DBE) in South Africa, Ms Angie Motshekga, stated that infusing ICT into education is one of the departments’ core strategies for developing teachers that have relevant skills that match the modern needs of the changing world (DBE, 2015). Through the New e-Education Strategy 2013 -2025, DBE provides a plan to implement e-education (DBE, 2012). Through this plan the government aims to provide ICTs to every learner in South Africa. DBE also aim to support the achievement of educational goals and improve learner attainment through this plan. DBE provides various mechanisms through which the plan will be carried out. These include using mechanisms led by DBE, mechanisms led by Provincial Departments of Education (PDEs) and mechanisms led by Agencies such as the Department of Science and Technology (DST) and others (DBE, 2012).The focus areas for DBE will be the coordination of the implementation and support of e-education; developing and distributing electronic multimedia resources and ensuring that every teacher in South Africa has access to a laptop. PDEs focus areas will be teacher training and professional development in ICTs and provision of ICT infrastructure to every school district in South Africa. Other Agencies will ensure that every school in South Africa have access to the internet and all higher education institutions are able to provide teacher training in ICTs (DBE, 2012).
Based on the results of this study, the school should concentrate on fundamental pedagogical strategies in combination with ICT use for teaching and learning. Good strategic planning combined with effective teacher professional development is recommended if ICT integration into teaching and learning is going to be efficient, effective and responsive.
ICTs have the potential of changing teaching and teacher development in rural schools so that ICT integration into teaching and learning is efficient, effective and responsive. Teachers need appropriate training in using ICTs as a pedagogical tool. Continued teacher professional development is important in capacitating teachers so that they can deliver quality education.