indicated that educators who are trained and mentored in usage of computers show a significant increase in the integration of computers in science teaching and learning
In 2000, only 13% of the country’s schools had computers (DoE, 2000). Although this would definitely have increased, the per- centage of have-nots will still be very high. So the effective implementation of com- puters into the various subjects or learn- ing areas throughout the country would be impossible within the near future.
The following requirements may hamper the effective integration of computers in teaching and learning because:
n Integration requires smaller classes; this is problematic especially in secondary schools where class sizes range between 40 and 70.
n Parents would have to carry the addi- tional costs; in disadvantaged schools this is problematic because of the low level of school fee currently being paid. It would difficult to motivate these par- ents to pay additional fees to fund com- puter and its integration;
n Integration should become part of the normal school routine; for this to hap- pen there should be computers in all classrooms and this is obviously impos- sible at this point in time and finally
n Each school should have at least one dedicated computer teacher (DoE, 2000); most educators are not ade- quately trained to use computers in their classrooms and few are able to maintain networks within a school environment. Any teachers with the above-mentioned expertise will not remain in education very long because an ordinary computer technician with A+
and N+ (four weeks
of academic and practical training) earns the same salary as a head of department in South African education system.
Defining your destiny! 154 CHAPTER 8 | TEACHING RESOURCES
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