Academic literature on the topic 'Education, Secondary – Africa – Computer-assisted instruction'

This paper reports a study that investigated effects of Experiential Computer Assisted Learning (ECAI) on learners’ achievement in Biology in Kenya. Solomon’s Non-Equivalent group four research design was used. Four schools were purposively sampled. The schools were randomly assigned to four groups, two experimental and two control groups. All the learners covered same content. Teachers of the experimental groups used ECAI while teachers of control groups used regular approaches. The study focused on the topic Genetics and involved a sample of 163 Form Four learners. Biology Achievement Test (BAT) was used to collect data. The instrument was validated by five experts in Educational Research. Reliability of BAT was estimated using Cronbach’s alpha coefficient. A co-efficient of 0.719 was obtained. The Constructivist and Experiential learning theories guided the study. Data collected were analyzed using ANOVA, t-test and ANCOVA. Hypotheses were tested at an alpha level of 0.05. The findings indicate that learners taught using ECAI had significantly higher scores than those in control groups. It is recommended that the Kenya Institute of Curriculum Development (KICD) incorporates ECAI in the teaching of school Biology to enhance learning. Science teacher education programmes should also incorporate ECAI to enhance its use in schools.

This paper reports a study that investigated effects of Experiential Computer Assisted Learning (ECAI) on learners’ achievement in Biology in Kenya. Solomon’s Non-Equivalent group four research design was used. Four schools were purposively sampled. The schools were randomly assigned to four groups, two experimental and two control groups. All the learners covered same content. Teachers of the experimental groups used ECAI while teachers of control groups used regular approaches. The study focused on the topic Genetics and involved a sample of 163 Form Four learners. Biology Achievement Test (BAT) was used to collect data. The instrument was validated by five experts in Educational Research. Reliability of BAT was estimated using Cronbach’s alpha coefficient. A co-efficient of 0.719 was obtained. The Constructivist and Experiential learning theories guided the study. Data collected were analyzed using ANOVA, t-test and ANCOVA. Hypotheses were tested at an alpha level of 0.05. The findings indicate that learners taught using ECAI had significantly higher scores than those in control groups. It is recommended that the Kenya Institute of Curriculum Development (KICD) incorporates ECAI in the teaching of school Biology to enhance learning. Science teacher education programmes should also incorporate ECAI to enhance its use in schools.

Secondary mildly handicapped students are frequently expected to pass a set of academic competencies in order to graduate from high school along with their non-handicapped peers. Typically, resource room instruction for these mildly handicapped students involves considerable practice on elementary facts and concepts and relatively little time devoted to more complex information and problem-solving activities. Well designed computer assisted instruction can not only teach the latter, but it can lead students to perform at skill levels commensurate with their non-handicapped peers. This article describes three studies involving the use of CAI with secondary mildly handicapped students. Experimental comparisons were conducted between mildly handicapped groups and quasi-experimental comparisons were made between the experimental group in each study and non-handicapped peers. The studies consistently indicate that well designed CAI can have a significant effect on learning.

The major purpose of this study was to determine if the five-year-old child could be taught reading skills through the computer. Fourteen children attending a preschool for low income families received specific reading skills instruction exclusively on the microcomputer. The curriculum used at the preschool was designed to eliminate any drill and practice on isolated reading skills. The study was a pretest/posttest single group design. All subjects were administered the Metropolitan Readiness Test and the results were analyzed using the one-way analysis of variance ( p < .01). A secondary purpose was to determine if the children could learn basic computer literacy skills without direct instruction and drill. Through an analysis of the observation notes it was determined that the computer literacy skills were learned by the children while involved in the academic skills instructional program.

Recent advances in computer technology have led to the creation and development of computer-assisted instruction (CAI), which are rapidly assuming a prominent role in many fields of education. The development process includes analyzing lesson and users, designing computing lesson and assessment techniques, constructing computing lesson and assessment tools, and evaluating the lesson through users feedback. In this work, we aim to (i) Develop computer-assisted instruction of immune system organs and immune system diseases, and (ii) Examine efficiency of the developed CAI. A total of 142 secondary school students was involved in the study. Pretest-Posttest and Satisfaction questionnaire for the students towards the CAI were used as research instruments. The quantitative data was analyzed by t-test, and the qualitative data was analyzed by content analysis. The paired-sample t-test indicated a significant enhancement of students’ understanding after the using of developed instruction at .05 significant level. Moreover, the students were very satisfied with the developed CAI.

The purpose of this exploratory study was to determine whether learning preferences of secondary students identified with concomitant learning disabilities (LD) and emotional disturbance (ED) align with the instructional method with which they best learned mathematics. Responses to a preference survey given before and after instruction were compared with learning outcomes in a single-subject, alternating treatments research design investigating the effects of direct teach, computer-assisted instruction (CAI), and a combination of both methods. Results showed that most students were able to predict, by choice or stated preference, conditions under which they will learn best and, in hindsight, indicate the condition that provided the best learning outcome. This small study contributes to the literature on secondary mathematics learning for students with LD, and makes unique contributions regarding (a) the learning of students with comorbid LD and ED and (b) implementation of instruction that combines direct teach with CAI.

Secondary schools under the jurisdiction of the Cape Education Department (CED) have, over the past 10 years, been acquiring computer equipment without a national policy on educational computing in South Africa, and within only broad parameters provided by their department. The aim of this study was to determine the present status of educational computing in these schools. A literature survey on educational computing was undertaken and a number of international and local 'computers-in-schools' initiatives were elucidated. A field survey, involving all CED secondary schools (239), was initiated by sending questionnaires to principals of these schools - a return rate of 89% was achieved. The results of the research revealed that most CED secondary schools have already acquired computer facilities. The role of pressure groups such as teachers, parents, business sector etc together with other factors that might have influenced schools in acquiring their computer facilities was also investigated. The investigation also revealed where and how these facilities are being utilised: most schools use their computers for administrative functions, with the computer-as-a-tool for teachers and pupils also fast gaining ground. Computer-assisted learning activities, where the computer is integrated with subject curricula, are however still limited. The extent of both teachers' formal training in educational computing and their familiarity with different software applications were also determined. Schools were also required to indicate the areas where they experience problems in getting teachers and pupils more involved in 'computers-in-education' activities. The present educational computing position in secondary schools of the CED will have to serve as a foundation for the department's CISR Project embarked upon in 1991.

Suppes beweer dat "All teachers everywhere recognise the help that books give them in teaching students. The day is coming when computers will receive the same recognition. Teachers look on computers as a new and powerful tool for helping them to teach their students more effectively." In hierdie ondersoek word gepoog om op die voordele van die aanwending van een mikrorekenaar as hulpmiddel vir die onderwyser vir die onderrig van wiskunde, te wys. Die belangrikste oorwegings in die ondersoek was: 1. Efektiwiteit van die metode. 2. Bekostigbaarheid van die metode. Die effektiwiteit van hierdie metode van onderrig word hoofsaaklik bepaal deur die geskiktheid van die programmatuur. Programmeringsvaardighede aan die kant van onderwysopgeleide persone versterk hierdie oorweging. Deurdat slegs een mikrorekenaar gebruik word, word deels aan die tweede oorweging, naamllk bekostigbaarheld, voldoen. Programmeringsvaardighede, soos hierbo genoem, kan ook bydra tot die besparing van koste deurdat bogenoemde programmatuur 'intern' ontwikkel word. Die wens word uitgespreek dat hierdie metode van onderrig tot voordeel van die totale leerlingbevolking van die land aangewend sal kan word.

Thesis (PhD)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: This study set out to develop and test a Computer Aided Instructional Resource for Physical Science in Grades 11 and 12. The software was tested in the context of Newtonian Mechanics. This study differed from most other studies in that it did not develop or test tutoring-type software that the learner uses on a one to one basis in a computer laboratory. It did, however, test and develop software to be used by the teacher in the classroom while teaching. A theoretical framework is presented, built on experience-based as well as literature-based theory. In this framework, the effects of computer interventions on the teaching and learning situation as reported in the literature are viewed within the South African context. In the light of what is reported in the literature, the education authorities’ attempts to disseminate the curriculum with the use of technology, are questioned. Reasons for not doing a quantitative assessment of learner understanding of concepts are presented with reference to criticism in the literature against such assessments. The dissertation reports on the type of questions that need to be asked according to the literature. This discussion then leads to research questions that describe a process for the developing and testing of a resource that could assist teachers in teaching Physical Science. Developmental methods as well as ways of assessing had to be researched to determine the best way in which such a resource could be developed and tested. During this research it was found that the implementation of Information and Communication Technology (ICT) to deliver the curriculum had focused more on the development of tutoring type software and it seemed that the use of computers for actual classroom instruction did not receive as much attention. It was however possible to identify developmental and assessment principles that were common to research that had been done and the project that is reported in this dissertation. The Computer Aided Instructional Resource (CAIR) was developed by the researcher in the form of a presentations package that the teacher could use in the classroom while teaching. It was tested in a Prototyping Stage in the researcher’s classroom before being tested in eight project schools during the Piloting Stage. This was done by connecting personal computers up to 74cm televisions and then displaying the CAIR on the TV whileteaching. This was made possible by TRAC South Africa that funded the project. It also provided an opportunity to assess the use of the TRAC system in the same schools. After assessment criteria had been identified, assessment instruments were developed to assess the project in different ways. There were questionnaires for each stage to be completed by learners and teachers as well as an observation instrument that was used by the researcher during classroom visits. These assessment instruments made it possible to assess the CAIR with respect to didactical, visual and technical considerations. Results of the empirical study are presented under the assessment criteria that had been identified and are discussed with reference to the original research questions. The results of the assessment were very positive for both the CAIR and TRAC systems. The study has however tried to focus on the negative rather than positive outcomes to present as unbiased a picture as possible of the assessment results. It was also necessary to focus on the negative to determine how and where the CAIR could be improved and, to make recommendations regarding the implementation of the TRAC system. Recommendations are also made for immediate action and further investigations.
AFRIKAANSE OPSOMMING: Hierdie studie het gepoog om a rekenaar gesteunde onderrighulpmiddel te ontwikkel en te toets. Die sagteware is ontwikkel en getoets in die konteks van die onderrig van meganika. Die studie verskil van die meeste ander studies daarin dat die sagteware nie ontwikkel is vir die gebruik van leerders in ’n een-tot-een situasie in ’n rekenaar laboratorium nie. Die sagteware is eerder ontwikkel om deur die onderwyser gebruik te word terwyl onderrig in die klaskamer plaasvind. ‘n Teoretiese raamwerk wat op ondervinding en literatuurnavorsing gebou is, word aangebied. In hierdie raamwerk word die effek wat rekenaarintervensies op die onderrigleer situasie het, soos in die literatuur vermeld, binne die Suid Afrikaanse konteks geplaas. Die opvoedkundige owerhede se pogings om die kurrikulum te versprei met behulp van tegnologie, word bevraagteken na aanleiding van inligting wat in die literatuur verkry is. Redes waarom ‘n kwantitatiewe evaluering van leerderbegrip van konsepte nie gedoen is nie, word aangebied met verwysing na kritiek teen sulke evaluerings vanuit die literatuur. Vrae wat volgens die literatuur wel gevra moet word, word gerapporteer. Hierdie bespreking lei na die navorsingsvrae wat ‘n proses beskryf vir die ontwikkeling en toetsing van ‘n hulpmiddel wat onderwysers van nut kan wees in die onderrig van Natuur en Skeikunde. Ontwikkelingsmetodes sowel as kwalitatiewe evaluering is nagevors om die beste metodes vir ontwikkeling en toetsing te bepaal. Daar is gevind dat die implementering van Inligting en Kommunikasie Tegnologie om die kurrikulum oor te dra, meer op tutorial-tipe sagteware gefokus het. Die gebruik van rekenaars vir klaskamerinstruksie het nie soveel aandag in die literatuur geniet nie. Dit was egter moontlik om beginsels vir ontwikkeling en toetsing te identifiseer wat in ander studies gebruik is en wat hier ook toegepas kon word. Die hulpmiddel is ontwikkel in die form van ’n aanbiedingspaket wat die onderwyser in die klaskamer kan gebruik terwyl hy of sy onderrig gee. Die prototype is in die navorser se klaskamer getoets voordat dit in agt projekskole in ’n loodsprogram getoets is. Dit is gedoen deur ‘n persoonlike rekenaar in elke klaskamer aan ’n 74cm televisie te koppel.Dit is moontlik gemaak deur TRAC Suid-Afrika wat befondsing vir die projek verskaf het. Dit het ook ’n geleentheid verskaf om ’n kwalitatiewe evaluering van die TRAC stelsel in dieselfde skole te doen. Nadat evalueringskriteria geïdentifiseer is, is meetinstrumente ontwikkel om die projek op verskillende maniere te toets. Vraelyste moes in elke fase deur leerders en onderwysers voltooi word. Daar was ook ’n instrument vir gebruik deur die navorser tydens klasbesoek. Die hulpmiddel kon sodoende getoets word in terme van didaktiese, visuele en tegniese aspekte. Die resultate van die empiriese studie word aangebied onder die evalueringskriteria en word bespreek met verwysing na die oorspronklike navorsingsvrae. Die resultate was baie positief vir beide die onderrighulpmiddel en die TRAC stelsel. In die studie is gepoog om resultate so neutral moontlik aan te bied deur eerder op die negatiewe te konsentreer. Dit was egter ook nodig om op die negatiewe te konsentreer om te bepaal hoe die hulpmiddel verbeter kon word en om aanbevelings ten opsigte van die implementering van die TRAC stelsel te maak. Aanbevelings is ook gemaak oor onmiddellike aksie wat geneem kan word, sowel as vir moontlike verdere ondersoek.

The primary goal of the research is to investigate the extent of ICT adoption in secondary schools within the larger Port Elizabeth area. In order to demonstrate the current status, two geographical areas within that area namely privileged and less privileged areas will be selected and surveyed. The main objective of this research study is to survey the access to ICT services by learners and teachers living and working in less privileged communities compared with that of learners and teachers in the more privileged communities of Port Elizabeth. At present all the schools in these communities are funded by the same provincial government, but the extent of the digital divide is not known. This research will investigate the factors that lead to the inequalities in the access to ICT among secondary school learners and teachers. This research has the following sub goals and objectives: 1. To identify the factors that impact on the status of access to ICT services; 2. To determine which socio-economic factors contribute to the status of access to ICT services in the specific areas; 3. To determine the status of access to ICT services in specific communities within the larger Port Elizabeth area; 4. To determine whether the level of access differs between secondary schools and the homes of teachers and learners in the identified areas.

Thesis (M. Tech.) -- Central University of Technology, Free State, 2010
The aim of the study was to determine the problems encountered by educators who teach Computer Applications Technology (CAT) and Information Technology (IT) in the FET band in the Bloemfontein area, Free State. The main contribution of the study lies in the identification of those problems. By knowing and understanding the problems, the Department of Education and the stakeholders will seek solutions to rectify the problems which will lead to the successful implementation of IT and CAT. The assumptions of the study were that many educators lacked basic ICT skills and pedagogical training, and there were not enough computer stations for learners. Both the qualitative and quantitative approaches were used in the study. The researcher used the survey research method and data was collected through the use of questionnaires and interviews. Simple random sampling was used to ensure that each member of the population in the study had an equal chance of being selected. Descriptive and inferential statistics were used in analyzing the data from the questionnaires. In order to analyze the qualitative data from the interviews, the researcher described the sample populations, ordered and coded the data (data processing), and displayed summaries of data in such a way that interpretation became easy. This was done by preparing tables, diagrams and pie charts. According to the results of the study, the problems that the educators encountered include a lack of sufficient didactical training for educators, learners don’t have computers at home to practice on, a lack of financial support to provide relevant facilities for schools, such as computer laboratories and learning materials in IT/CAT, educators spend too much time on paper work and do not have enough time for teaching, and IT/CAT teachers become ‘do-it-all’ teachers with regard to any work on the computer, such as fixing the computer, designing the school website. Regarding the identified problems, recommendations were made, such as the Department of Education must review the curriculum of IT and CAT, sufficient subject related training and didactical training for IT and CAT educators should be provided by the Department of Education on a regular basis.

According to the Draft White Paper on e-Education (DoE, 2003), the objective of ICTs in education is to build digital and information literacy so that all learners become confident and competent in using technology to contribute to an innovative and developing South African society. International researchers have acknowledged that little is known about learners’ perceptions of their own learning, but that learners are aware of how technology can be used and have the potential to contribute ideas about ICTs can be used to support their learning. To add to this growing body of research, this study sought to establish secondary school learners’ experiences and perceptions of the value of integrating ICT into the curriculum and the extent to which they believe that ICT is meaningfully integrated into the curriculum. Although some of the schools do not have the necessary ICT infrastructure, this did not preclude the learners from having opinions about the potential benefits and drawbacks of ICT. The findings display the learners’ perceptions on ICT use within the curriculum and how this relates to the available infrastructure in schools.

Information and Communication Technologies (ICTs) are becoming more pervasive in South African schools and are increasingly considered valuable tools in education, promoting the development of higher cognitive processes and allowing teachers and learners access to a plethora of information. This study investigates models of Internet connectivity for secondary schools in the Grahamstown Circuit. The various networking technologies currently available to South African schools, or likely to become available to South African schools in the future, are described along with the telecommunications legislation which governs their use in South Africa. Furthermore, current ICT in education projects taking place in South Africa are described together with current ICT in education policy in South Africa. This information forms the backdrop of a detailed schools survey that was conducted at all the 13 secondary schools in the Grahamstown Circuit and enriched with experimental work in the provision of metropolitan network links to selected schools, mostly via Wi-Fi. The result of the investigation is the proposal of a Grahamstown Circuit Metropolitan Education Network.

Thesis (MEd)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: AN INVESTIGATION INTO THE POTENTIAL OF THE TRACPROGRAMME IN ADDRESSING THE NEEDS OF DIFFERENT STAKEHOLDERS IN PHYSICAL SCIENCE EDUCATION For South Africa to be competitive at international level, it is important to deliver learners that will meet the standards set by industry and tertiary institutions. Most of the current South African schoolleavers do not meet these needs. Learners, educators, education departments, tertiary institutions and industry are jointly responsible for the outcomes of the education process. However, each of these role players has specific needs regarding scientific knowledge and skills of learners. An integrated, interactive educational approach is therefore necessary to address the needs of all of these role players successfully. This study specifically focuses on identifying both the needs of the role players in physical science education in the Western Cape and how TRAC SA, a national, non-governmental organisation, can assist in addressing these needs, with the help of computer based technology. The following role players were included in this study: tertiary institutions, industry, education department, educators and learners. Information on the needs of these role players was mainly collected through interviews and questionnaires, while workshops were held to determine the needs of learners and educators. It is significant that the information derived from the empirical study (questionnaires and interviews) is in many ways in agreement with the literature findings. One of the most important conclusions of the empirical study is that the different role players have distinctive, as well as corresponding needs regarding the preparation of learners at school level. The industry expects learners to be sufficiently equipped with the necessary skills to facilitate integration into the workplace. Tertiary institutions emphasise the need for theoretical as well as practical basis of the science subject content. Learners expressed the need for extracurricular programmes, focusing on simplifying difficult concepts. Educators identified the need for adapting the syllabus and for regular refresher courses. The Department of Education needs funds for pilot education programmes, and also puts in a plea for the more structured involvement of tertiary institutions and non-governmental organisations as well as the support oftheir education initiatives, such as outcomes-based education. Data collected shows that there is a significant gap between the current state of identified skills of learners and of what is deemed important by the other role players. In addressing the needs identified, the contribution of non-governmental organisations (with specific reference to TRAC SA), the OBE approach as well as input from tertiary institutions and the industry are emphasised. The TRAC-programme focuses on the understanding of basic and complicated physical science concepts by using computer-supported experiments and worksheets. To enhance the development of skills at school level, the education approach as a whole will have to be revised, with the co-operation of all relevant role players. For an education system to be effective, mutual communication between the different role players is imperative.
AFRIKAANSE OPSOMMING: Vir Suid-Afrika om op internasionale vlak mededingend te wees, is dit belangrik dat die Suid- Afrikaanse onderwysstelsel bekwame leerders aan die industrie en tersiêre inrigtings lewer. Die meeste leerders wat tans die formele Suid-Afrikaanse skoolopleidingsprogram voltooi, voldoen volgens kenners egter nie aan die standaarde wat dié genoemde inrigtings aan hulle stel nie. Leerders, onderwysers, die onderwysdepartement, tersiêre inrigtings en industrie is gesamentlik verantwoordelik vir die uitkomste van die onderwys. Elkeen van hierdie rolspelers het egter spesifieke behoeftes ten opsigte van wetenskaplike kennis en vaardighede van leerders. 'n Geïntegreerde, interaktiewe onderwysbenadering is dus nodig om elkeen van hierdie rolspelers se behoeftes suksesvol aan te spreek. Hierdie studie fokus spesifiek daarop om beide die behoeftes van die rolspelers in die Wes- Kaap ten opsigte van natuur- en skeikunde-onderwys, te identifiseer, en hoe TRAe SA, 'n nie-regeringsonderwysorganisasie wat van rekenaargesteunde aktiwiteite gebruik maak, aangewend kan word om hierdie behoeftes aan te spreek. Die verskillende rolspelers wat by die studie betrek is, sluit in die tersiêre inrigtings, industrie, onderwysdepartement, onderwysers en leerders. Inligting aangaande rolspelerbehoeftes is hoofsaaklik versamel deur onderhoude en vraelyste, terwyl werkswinkels ook gebruik is om vas te stel wat leerders en onderwysers se behoeftes is. Dit is opmerklik dat die inligting verkry uit die empiriese studie (vraelyste en onderhoude) in 'n groot mate ooreenstem met literatuurbevindinge. Een van die belangrikste gevolgtrekkings uit die empiriese studie is dat die verskillende rolspelers eiesoortige asook ooreenstemmende behoeftes ten opsigte van die voorbereiding van leerders op skoolvlak het. Die industrie verwag dat leerders voldoende met die nodige vaardighede toegerus sal wees om integrasie binne die werksfeer te vergemaklik. Tersiêre inrigtings beklemtoon die verkryging van die teoretiese sowel as praktiese grondslag van die wetenskapvakinhoud. Leerders verlang ondersteuning van ekstra-kurrikulêre programme wat fokus op vereenvoudiging van moeilike konsepte. 'n Vakkurrikulumaanpassing asook gereelde opknappingskursusse is deur onderwysers as belangrike behoeftes geïdentifiseer. Die onderwysdepartement benodig fondse om opleidingsprogramme te loods en pleit ook vir meer georganiseerde betrokkenheid van tersiêre inrigtings en nie-regeringsonderwysorganisasies. Verder verwag die onderwysdepartement dat hulonderwysstrategieë soos uitkomsgebaseerde onderwys ondersteun word. Die data toon ook verder aan dat daar In wesenlike gapmg tussen die verwagting van rolspelers ten opsigte van bepaalde vaardighede en die werklike stand van vaardighede by die leerders bestaan. As deel van die studie word voorstelle bespreek om die geïdentifiseerde behoeftes aan te spreek. Klem word gelê op die bydrae van nie-regeringsonderwysorganisasies (met spesifieke verwysing na TRAC SA), die UGO-benadering, asook die insette van tersiêre inrigtings en industrie tot die aanspreek van geïdentifiseerde behoeftes. Die TRAC-program fokus onder meer op die vereenvoudiging van basiese en moeilike natuurwetenskapbegrippe deur gebruik te maak van rekenaargesteunde eksperimente, aan die hand van werkkaarte. Om die ontwikkeling van vaardighede op skoolvlak te bevorder, sal die hele onderwysbenadering met die samewerking van alle relevante rolspelers hersien moet word. In dié verband is wedersydse kommunikasie tussen die verskillende rolspelers onontbeerlik.

Thesis (MPhil)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The purpose of this project was to investigate the prospects to advance and fast-track formal learning with the aid of smart phone technology, as learning should be reinforced through varied, pliable assets for engagement. The project’s introduction clarifies more on this. Chapter two focuses on literature review. Previous studies which are related to the topic were consulted to acquaint the researcher with thoughts and sentiments relating to the use of smart mobile devices in advancing learning. Chapter three covers comprehension centred learning. It pays special attention to the theories of Barret and Bloom which are used as the framework for the experiment reported on in the next chapters. Chapter four provides methodological background to the experiment. It describes the case study, curriculum correlation with smart phone functions, the organisation and analysis of the data, ethical issues in qualitative interviewing, and limitations of the empirical study. Chapter five focuses on the experiment that was carried out to investigate the usefulness of smartphones to support and enhance formal comprehension strategies. Sub-types from Barrett’s five learning types and Bloom’s cognitive dimensions of learning provide the interpretive framework. Chapter six discusses the findings of the experiment based on written and oral responses by participants after conclusion of the experiment, as well as teacher observations. Finally, Chapter seven presents the conclusion and implications.
AFRIKAANSE OPSOMMING: Die doel van hierdie projek was om die moontlikhede te ondersoek om formele leer aan te help en te bespoedig deur gebruikmaking van “smart phones.” Die aanname was dat dit ‘n groter verskeidenheid en buisaamheid van leerervarings behels. Die inleidende hoofstuk brei hierop uit. Hoofstuk 2 dek relevant literatuur oor studies met betrekking tot die gebruik van “smart” mobiele apparate Hoofstuk 3 handel oor begripsgesentreerde leer. Dit gee besondere aandag aan die teorieë van Barret en Bloom wat die raamwerk daarstel vir die ekspriment wat in die volgende hoofstukke beskryf word. Hoofstuk 4 bied die metodologiese agtergrond vir die eksperiment. Dit beskryf die gevallestudie, kurrikulum korrelasie met “smart phone” funksies, die organisasie en analise van die data, etiese aspekte van onderhoudvoering, en die beperkinge van die empiriese studie. Hoofstuk 5 fokus op die eksperiment wat uitgevoer is om die bruikbaarheid van “smartphones” te ondersoek met betrekking tot steun en bevordering van formele begripsgesentreerde leer. Sub-tipes van Barret se vyf leertipes, en Bloom se kognitiewe dimensies van leer bied die interpretatiewe raamwek. Hoofstuk 6 bespreek die resultate van die eksperiment na aanleiding van geskrewe en mondelinge terugvoer deur die deelnemers na afloop van die eksperiment, asook observasie deur die onderwyser. Hoofstuk 7 bespreek enkele implikasies en gevolgtrekkings van die studie.

The integration of Information and Communication Technology (ICT) into the curriculum has become the major issue worldwide. The education system does not only pursue the integration of ICT into the curriculum because of its popularity in the market system, but because of the role it is perceived to play in the changing curriculum (encourages active construction of knowledge). According to White Paper 7 e-Education policy (2004:17) every South African learner should be able to use ICTs confidently and creatively to develop the skills and knowledge they need to achieve personal goals and to be full participants in the global community by 2013. The central role played by teachers in teaching and learning requires them to have a holistic understanding of ICT integration. Furthermore they should be able to analyse when ICT integration is appropriate according to what is expected from the learner in the teaching and learning process. Drawing on the evidence from a survey of nine secondary schools in the Grahamstown Circuit of the Eastern Cape, this study examines how teachers from three different types of secondary schools: Former Department of Education (FDET) schools, Former House of Representatives (FHOR) schools and Former Model C (FMC) schools perceive the integration of ICTs in the curriculum. The salient ideas of how teachers perceive the integration of ICTs into the curriculum emerge from what they view as benefits of using ICT and what they view as challenges of integrating ICT into the curriculum. Contrary to expectations, the degree of ICT integration within the curriculum did not correspond directly with the availability of sufficient hardware, software or Internet connectivity at the participating schools.