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dc.contributor.advisorMonteith, J.L. de K.
dc.contributor.advisorStrydom, E.
dc.contributor.authorVan Aswegen, Petrus Lafras
dc.date.accessioned2011-07-29T10:53:48Z
dc.date.available2011-07-29T10:53:48Z
dc.date.issued2008
dc.identifier.urihttp://hdl.handle.net/10394/4328
dc.descriptionThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.
dc.description.abstractThe constant change in technological advances, the information explosion, and rapid knowledge acquisition is demanding a new learning environment in secondary schools. Teachers need to embrace the use of information and communication technology (ICT) to enhance the learning process. A great cause of concern, however, is the lack of use of ICT in education. Although teachers are mostly aware of the multiple advantages of the use of ICT in teaching-teaming situations, they do not implement ICT in their teaching. TNs lack of use of ICT in education seems to be even more of a problem in developing countries such as South Africa. Research has identified the following advantages of effective integration of ICT in the curriculum for the teamer: /CT provides a cost effective improvement of the quality of and access to education, it can improve the academic achievement of the Iearner, it can enhance the learning environment, it improves the adaptation of the learning environment to suit learners' unique needs and empower the learners to reach their learning outcomes. The main advantaged of integrating ICT is the potential it has to develop learners into more active, self-regulating and skilled lifelong learners. /CT integration also has the following advantages for teachers: it helps in establishing unique teaching skiff, it supports the use of new teaching models and increases the productivity of teachers. The following components, according to research, are required for the successful integration of ICT: ICT strategic management planning and integration policies at national, provincial and school levels, technical support for hard- and software, the necessary infrastructure, the necessary training of teachers and sufficient finances. In the light of the above-mentioned, the need arises to conduct a thorough analyses of the implementation of !CT in South African schools. For this analysis, data were collected to determine: the type, quantity and availability of ICT in high schools in the Potchefstroom district; the measure of the integration of ICT by teachers in their teaching and learning process; the skills of the teachers in using ICT; the available professional development opportunities, if any, for teachers in the Potchefstroom district; and the appropriateness of ICT policies at national, provincial and school levels. Based on the analyses of the data the following are recommended for successful integration of ICT: each school must develop its own ICT school policy, which includes, with Whitepaper 7 as guideline, the ICT vision, strategic plan, budget, infrastructure and usage policy; the schools, in accordance with Whitepaper 7, must involve the school community to firstly generate enough revenue to acquire ICTs and secondly to create a sufficient infrastructure; and professional developing programs need to be developed by the national and provincial education departments to empower teachers to successfully integrate ICT in their teaching and learning.
dc.publisherNorth-West University
dc.subjectComputersen_US
dc.subjectInformation technology (IT)en_US
dc.subjectInformation and communication technology (ICT)en_US
dc.subjectICT infrastructureen_US
dc.subjectICT integrationen_US
dc.subjectICT policyen_US
dc.subjectICT planningen_US
dc.subjectInstructional designen_US
dc.subjectOBEen_US
dc.subjectProfessional teacher developmenten_US
dc.title'n Analise van IKT-integrasie in hoërskole in die Potchefstroomdistrikafr
dc.typeThesisen_US
dc.description.thesistypeMastersen_US


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    This collection contains the original digitized versions of research conducted at the North-West University (Potchefstroom Campus)

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