The purpose of this activity is to introduce
you to the rationale (an underlying reason) for ICT in schools.
You will read viewpoints that could be regarded as global,
but you also need to view this rationale critically and realistically
in the African and South African framework. This will help
you to identify the challenges that lie ahead, but also to
identify globally successful practices that you could easily
implement in your classrooms, enhanced by your own local context.
Rationale for computers in schools
In Applying new technologies and cost-effective
delivery systems in basic education, Hilary Perraton
and Charlotte Creed outlines a rationale for computers in
here to read their rationale for computers in schools.
This rationale was derived in part from the World Economic
Forum but recognises the relatively more recent influence
of the Internet on learning. They succeed in providing an
overview of the major points of view of how computers can
be used in schools, while at the same time summing up the
limitations and challenges of some approaches. The justification
for computers in less advantaged communities is often driven
largely by the first and second rationales and courses focusing
on learning about ICT prevail. This is largely false economy,
because common, low-end ICT qualifications have flooded the
market and employers generally look for more diverse information
management skills in school leavers. This requires a focus
on the 4th and 5th rationales, which refer to "change
in education" and "learner-initiated opportunities".
Common ICT use in South African
ICT integration focuses on teaching and
learning with ICT. A review of ICT in South African schools
highlights the major types of ICT use. As you read this next
extract, consider which of the five rationales each described
activity falls into. Click
here to read Use of ICT in South African schools.
What conclusions do you reach when you consider
these uses and the five rationales?