Authors: Cheryl Hodgkinson-Williams, Ingrid Sieborger, Alfredo Terzoli
Addresses: Departments of Education and Computer Science, Rhodes University, P.O. Box 94, Grahamstown 6140, South Africa. ' Departments of Education and Computer Science, Rhodes University, P.O. Box 94, Grahamstown 6140, South Africa. ' Departments of Education and Computer Science, Rhodes University, P.O. Box 94, Grahamstown 6140, South Africa
Abstract: The use of Information Communication Technology (ICT) in education is being seen as a way of widening access to education, particularly in developing countries. This paper addresses the issue of ICT implementation in secondary schools and focuses specifically on the practices that enable or constrain the successful implementation of ICT for teaching and learning activities. It reflects upon the lessons learned from a collective case study undertaken in 12 of the 13 secondary schools in Grahamstown in the Eastern Cape in South Africa. School principals and designated IT teachers were interviewed and on-site infrastructure audits conducted. This paper identifies a number of key enabling and constraining factors surrounding practical issues, including sufficient hardware, appropriate software and affordable connectivity, sufficient technical support and training, policy-related issues such as the role of national, provincial and school policy, the vital contribution of principal leadership and champion teachers as well as ongoing teacher professional development coupled with a willingness to change.
Keywords: information technology; communications; ICT; secondary schools; case study; enabling factors; constraining factors; policy; principal leadership; teacher professional development; South Africa; developing countries; teaching and learning; educational technology.
International Journal of Knowledge and Learning, 2007 Vol.3 No.2/3, pp.171 - 190
Published online: 29 Oct 2007 *Full-text access for editors Access for subscribers Purchase this article Comment on this article