E-LEARNING AND THE ROLE OF ICT IN EDUCATION


E-LEARNING AND THE ROLE OF ICT IN EDUCATION


Addressing the gaps between the previous- ly and currently advantaged and disadvan- taged communities in South Africa is possi- bly the most important role for computers in South African education. Computers can improve access to education, learners’ in- volvement in the information society, learn- ing and teaching process and finally, the globalization of the curriculum.


The effective involvement of computers in education is hampered by the fact that less than 10% of learners in this country have access to the Internet .


(Chiles, 2003).


n Provides simulations of variety of ex- periments;


n Provides powerful tools for viewing data. These include graphs, animations and 3-D computer graphics;


n Provides access to presentation tools allowing learners to communicate their ideas or understanding to educators and their classmates;


n Provides access to Internet with its vast amounts of information;


n Exposes learners to new or other learn- ing strategies;


n Provides access to a digital form of com- munication (including e-mail) that is fast and cheap (Nakleh, 1994; Roth et al, 1996).


The above-mentioned factors indicate that computers will definitely be able to aid learning especially in disadvantaged com- munities. Educational software and


the


The Western Cape Education Department (WCED) has embarked on the “Khanya project” that attempts to provide comput- ers to all schools in the Western Cape. The provision of computers is only part of the solution. The teachers will have to be trained to effectively use it in the school and in the classroom. This does not even include the effective integration of comput- ers and the different subjects.


Although there are many negative factors influencing the integration of computers and subjects, the role that computers can play in an educational setting may include the following:


n Provide easy access to large amounts of information that is designed to meet the specific needs of the learners;


n Provides quality teaching and assess- ment;


Internet may be a relatively cheaper solu- tion for supplying enormous amounts of material resources that will otherwise not be available. With the new Open-source software the expenditure on software be- comes minimal. Although cost is minimal, most teachers do not know how to use Open-source software because most were trained in a Microsoft environment. An added advantage is that Microsoft is pro- viding the Windows operating system and Microsoft Office package free of charge, for a short period, to schools in South Africa.


Simulations of experiments especially in science could make up for the absence of functional laboratories and equipment. In disadvantaged schools, experiments are not done often because of a lack of equipment, limited space and large number of learners per class. Especially interactive simulations would allow learners to view experiments but also influence the outcomes by chang- ing the different variables.


If software for these simulations is placed on a schools’ intranet,


all the learners


would be able to access these simulations and learning could still take place outside the science labs and after hours. Another advantage of these simulations is that re- agents and materials usually used in ex- periments do not have to be replaced. The disadvantage of these simulations is that learners will not actually experience the real thing.


The efficient use of data is promoted by the use of computers and presentation software would allow the learners the op- portunity to communicate their knowledge with fellow learners. These charts are rela- tively easily to develop or create with wiz- ards (software) that guides learners step for step through the process.


With all the above-mentioned positive roles


that computers can fulfil within a


classroom, there are still numerous difficul- ties that prevent more vigorous integration of computers in teaching and learning:


n Teachers are not adequately trained to use computers in their classrooms (Woodrow, 1991).


n Teachers lack expertise in effective us- age of hardware and software. Educa- tors also have limited time to learn or develop these skills.


n There are still too many teachers and learners


that do not have access computers.


n Teachers fear change due to insecurity about their new role in the classroom and their inability to effectively use tech- nology.


In South Africa, the level of computer lit- eracy amongst teachers is very low (DoE, 2000) which would automatically make teachers hesitant to integrate computers in teaching and learning because they would not know how to use the available tech- nology. Research in other countries have


to


Helping teachers to help learners


Education is key to the future of South Africa, which is why the Old Mutual Foundation supports education initiatives which build excellence in secondary mathematics and science.


The Foundation targets three key areas of education:


■ Instructional functionality: By improving the quality of teaching, we improve the transfer of knowledge


■ Regulatory functionality: By developing school leadership and management skills, we improve the system within which educators work


■ Infrastructural functionality: By providing key resources to assist teachers with teaching mathematics and science.


In the area of infrastructural functionality, a critical education initiative funded by the Old Mutual Foundation is the Association of Mathematics Education of South Africa (AMESA), a professional association of mathematics educators in South Africa.


The Foundation has been a primary donor of AMESA for a period of 18 years and has invested over R1 000 000 in the printing and distribution of AMESA publications around South Africa. These publications reach 2 200 members and impact on approximately 340 000 learners across the country annually.


The aim of AMESA is to promote mathematics education and to enhance the quality of teaching and learning of mathematics. To achieve these aims, AMESA implements the following strategies:


■ Provides a forum for all involved with teaching mathematics, at all levels of education


■ Encourages research related to mathematics education and brings the results of such research to the attention of its members


■ Formulates ■ Actively engages


mathematics education and promotes such perspectives in mathematics education


policy statements on matters pertaining to projects


that result in the social, economic, political and cultural development of society


■ Encourages and assists its members to strive towards a high standard of professionalism in the exercise of their profession


For more information, contact AMESA on info@amesa.org.za or www.amesa.org.za


The Old Mutual Foundation funds the printing and distribution of three AMESA publications which contribute towards these aims:


■ Pythagoras is a peer-reviewed research journal which


presents current research and developments in mathematics education, at national and international level. It is accredited by the SA Department of Education and is published twice yearly.


■ Learning and Teaching Mathematics (LTM) provides


stimulating and challenging ideas relating to mathematics teaching and learning at all levels. LTM is a peer-reviewed journal and is published twice yearly.


■ AMESA NEWS keeps members regularly informed about issues and events occurring within AMESA and is published quarterly.


By contributing towards the support of mathematics teachers through providing key resources, the Old Mutual Foundation invests in the future of South Africa.


The annual AMESA Congress 2011, supported by the Old Mutual Foundation, will be held on:


Date: Venue: 11 July – 15 July 2011 Wits School of Education Campus, Johannesburg


Enquiries: Noeline Tomsett 011 484 8917


congress@amesa.org.za


152 CHAPTER 8 | TEACHING RESOURCES


www.ed.org.za


OMMS 03.2011 T2357/AMESA


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