• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of Community Informatics >Integration of ICT onto Curricula in the Western Cape Schools: The Activity Theory Perspective
【24h】

Integration of ICT onto Curricula in the Western Cape Schools: The Activity Theory Perspective

机译：西开普省学校将信息通信技术整合到课程中：活动理论视角

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This paper presents the findings of an empirical study into the status of ICT integration into school curricula in the Western Cape. It also offers an activity theory based framework to analyse socio-technical phenomena including the application of information technology into educational contexts. Since the schooling system in South Africa (SA) is facing quality challenges, and that ICT is recognised as a key enabler of efficiencies, efforts to integrate ICT into schools are commendable. In this respect, the e-Education policy provides for all schools to be equipped with physical ICT resources. Intrigued by this ambition, the authors sought to understand the evidence of these undertaking among disadvantaged schools in SA. In this quest, a qualitative study was conducted, using a case study method - to investigate progress of ICT integration into disadvantaged schools in the Western Cape .A sample of educators and school coordinators of ICT programs in 4 Western Cape schools was selected, with 8 participants interviewed. The Activity theory analytical framework was developed in this respect. The framework presents ICT integration programme as an activity system consisting of actors, mediators, tools and activities that work together to inform outcomes. Outcomes can either be positive or negative, depending on the interplay between negative and positive mediators, availability and relevance of tools as well as relevance of activities. Findings indicate a negative picture. Computer density was found to be disappointing, with the average ratio of 76 learners per computer. In addition, very few subjects had a computer facilitated aspect. ICT skills amongst teachers were also minimal, with the best of teachers having only received basic training that did not empower them to use computer-based educational programs. Drawing on the activity system framework, it emerges that the goals, mediating factors, and activities in the e-Education policy implementation are disjointed. Implementers are advised to revise the deployment of ICT into schools and possibly have personnel to audit the process, including the funding model. Lastly authorities should invest in teacher training programs and ensure that competent facilitators are appointed to train educators. Also the teacher-training programs provided should be prioritised.
机译：本文介绍了对西开普省将ICT纳入学校课程的现状进行的实证研究的结果。它还提供了一个基于活动理论的框架来分析社会技术现象，包括将信息技术应用于教育环境。由于南非（SA）的学校系统面临质量挑战，并且ICT被认为是提高效率的关键推动因素，因此值得赞扬将ICT纳入学校的努力。在这方面，电子教育政策规定所有学校都必须配备物理ICT资源。出于这种雄心壮志，作者试图了解南澳处于不利地位的学校开展这些活动的证据。在这项探索中，我们采用案例研究的方法进行了定性研究，以调查将ICT纳入西开普省弱势学校的过程。选择了西开普省4所学校的教育工作者和ICT项目学校协调员样本，其中8所学校参加者接受了采访。活动理论分析框架是在这方面开发的。该框架将ICT整合计划作为一个活动系统提出，该活动系统由参与者，调解人，工具和活动共同组成，共同为成果提供信息。成果可以是正面的，也可以是负面的，这取决于负面和正面调解者之间的相互作用，工具的可用性和相关性以及活动的相关性。调查结果表明情况不佳。发现计算机密度令人失望，每台计算机平均有76名学习者。另外，很少有受试者具有计算机辅助方面。教师中的ICT技能也很少，最好的教师仅接受了基本培训，而这些培训没有使他们能够使用基于计算机的教育程序。利用活动系统框架，可以发现，电子教育政策实施中的目标，中介因素和活动是脱节的。建议实施者修改ICT在学校中的部署，并可能需要人员来审核该过程，包括资金模型。最后，当局应投资于教师培训计划，并确保任命合格的辅导员来培训教育工作者。另外，所提供的教师培训计划应优先考虑。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号