When does ICT support education in South Africa?: the importance of teachers' capabilities and the relevance of language
SOURCE: Information Technology for Development
PUBLICATION YEAR: 2010
TITLE AUTHOR(S): G.B.Gudmundsdottir
KEYWORDS: DIGITAL DIVIDE, INFORMATION AND COMMUNICATIONS TECHNOLOGY, LANGUAGE AND LANGUAGES ABILITY TESTING, LANGUAGE TEACHING
DEPARTMENT: Developmental, Capable and Ethical State (DCES)
Print: HSRC Library: shelf number 9928
HANDLE: 20.500.11910/11190
URI: http://hdl.handle.net/20.500.11910/11190
PUBLICATION YEAR: 2010
TITLE AUTHOR(S): G.B.Gudmundsdottir
KEYWORDS: DIGITAL DIVIDE, INFORMATION AND COMMUNICATIONS TECHNOLOGY, LANGUAGE AND LANGUAGES ABILITY TESTING, LANGUAGE TEACHING
DEPARTMENT: Developmental, Capable and Ethical State (DCES)
Print: HSRC Library: shelf number 9928
HANDLE: 20.500.11910/11190
URI: http://hdl.handle.net/20.500.11910/11190
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
The aim of this paper is to highlight some of the challenges of information and communication technology (ICT) integration in a South African classroom setting. The main focus is on the concept of a digital divide, and how cultural complexity with special emphasis on language can affect the divide in schools that already have material access to ICT. The study is based on fieldwork in seventh-grade classes in four primary schools in Cape Town, South Africa. The learners answered a questionnaire regarding their ICT use and skills, and interviews were conducted with learners, teachers, and principals. In conclusion, it is argued that the challenges of language in South African schools can exacerbate or maintain the digital divide among learners who are already disadvantaged due to a range of social inequalities. For learners to fully master the use of ICT in todays global knowledge society, it needs to be put in a local context, which includes use in a familiar language. Moreover, it is suggested that greater opportunities for teacher training are needed in order to enhance culturally sensitive and appropriate ICT integration based on local needs and capacity.-
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