1.

2Monitoring and evaluating ICT in Education

ROBERT B.Kozma GAUTENG KHANYA

ONLINE PROJECTS
Backgroun • It was established was • It was established • It is an initiative
intended as an in 2001 by of the Western
d
introduction and guide premier Cape Education
for policymakers and Mbhazima Department
practitioners on how to Shilowa.
understand and assess • It was
the ICT-related. • A pilot project established in
started at more April 2001.
• It is specifically designed than 30 schools
to meet the needs of from varying
developing countries. socio-economic
backgrounds.

Goals and • Specific applications of • To transform • To determine

ICT can positively impact schools into the contribution
objectives
student knowledge, skills centres of that technology
and attitudes. excellence and could make
national pride for towards
• ICT can contribute to the future. addressing the
changes in teaching increasing
practices, school • Support schools shortage of
innovation, and through educator
community services. infrastructure, capacity in
school safety schools.
• ICT use can benefit girls programmes and
and boys as well as social support • By the end of
students with special 2012 ,every
needs • Develop a social educator in
compact with all every school of
• Attributes of technology the stakeholders the Western
influences learning( new to ensure quality Cape will be
additional point) learning and empowered to
teaching use appropriate
and available
• Support skills
technology to
development for
deliver
information
curriculum to
decent work
each and every
learner in the
Western Cape
 • Increase
educator
capacity and
effectiveness
by means of
technolology

• Create a
technology
rich province

• Improve
numeracy and
literacy in lower
grades in order
to build a
stronger
foundation for
the future

• Prepare all
learners for the
information age

• Narrow the
digital divide

Achieveme • It is aimed at • Almost half of the • 1102 schools

constructing a 2500 schools in have been
nts
framework to look at Gauteng public provided with
the relevant domains schools will be technology
equipped with ICT facilities
and interdependence
by 2014 consisting of 25
between components
to 40
related to ICT in • Each learner will computers per
educational processes have an access to laboratory
from a holistic knowledge and
perspective at information on • 119 schools are
macro(government), the ICT in the process
meso (Institution) and of
infrastructure
macro(individual) level
preparation

• 24 417
educators have
received IT
training and are
receiving
ongoing
 training
through the
Khanya

• A total of 43
293 PCs have
been deployed
in schools

Disadvant • The results shows that by • Not all the • The shortage of
putting computers into schools have teaching
ages
schools is not enough to access to the capacity
impact student learning . Gauteng online
• Needs for co-
• The intergration of ICT • The computers of ordination
in education is affecting the Gauteng efforts
the educational systems online are always
in a multiple ways. offline. • Very few of the
27 000
• There is a lack of • The Gauteng educators were
comprehensive studies of online has not computer
the complex interactions worked in such a literate and any
between various types of way to include of them have
ICT implementation. the community in ever use
the project. computers in
the classroom
• The security is
not very tight, • Some of the
because most learners have
schools have ever use , see
been broken into or touch a
and computers computer
stolen.

Improvements and changes made to assignment 2b

• Adding new information

• Separating assignment 2a and 2b to be in different

pages
 • Discussion about Gauteng online and Khanya projects in
a point form

1. What Kozma thinks about ICT in education?

 Research evidence shows that simply putting computers into schools is
not enough to impact student learning.
 Specific applications of ICT can positively impact student knowledge,
skills and attitudes.
 ICT use can benefit girls and boys, as well as students with special
needs.
 ICT can contribute to changes in teaching practices, school innovation,
and community services.
 Policymakers and project leaders should think in terms of combinations
of input factors that can influence impact.
 Coordinating the introduction of computers with national policies and
programs related to changes in the curriculum.

2. Khanya projects

2.1 BACKGROUND

 Khanya projects was an initiative of the Western Cape Education Department.

 It was established in April 2001 to determine the contribution that technology

could make towards addressing the increasing shortage of educator capacity in
schools.

 Many skilled teachers are leaving the profession and only a few entering
the it.

 Because of the shortage of teachers it was important to explore other alternatives

such as technology.

2.2 Shortage of teaching capacity

 There is a decrease in the number of qualified teacher to teach (mathematics and
science).

 WEC saw it necessary to introduce technology as a support and to assist teachers to

increase their capacity in the form of technology

2.3. Bridging the Digital Divide:

 In some schools parents have contributed liberally to create an environment in

which technology is being integrated into the curriculum.
  But in most schools parents cannot afford this.

 The result is that there is digital gap between the 'haves' and the 'have-nots
whereby most of the learners could not afford it.

 Therefore concerted effort is needed to reverse this situation.

2.4. GOALS AND OBJECTIVES

 By the start of the 2012 academic year, every educator in every school of the
Western Cape will be empowered to use appropriate and available technology to
deliver curriculum to each and every learner in the Western Cape

 It should be noted that the emphasis of the Khanya project is not on providing
computer technology for the sake of making learners computer literate, but rather to
use technology as a teaching aid, hence to improve curriculum delivery.
 Increase educator capacity and effectiveness by means of technology
 Harness the power of technology to deliver curriculum
 Providing an opportunity for learners to benefit from a variety of learning styles
 Integrate appropriate and available technology into the curriculum delivery
process as different technologies mature
 Use technology to assist all disabled learners to maximise learning
 Improve Senior Certificate and FETS results, as well as learner outcomes in all
grades, in terms of number of passes and quality of results
 Increase the number of learners taking Mathematics and Science on the higher
grade and coping successfully
 Increase the number of learners qualified and competent to enter tertiary
education institutions after obtaining their Senior Certificates and FETS
 Improve numeracy and literacy in lower grades in order to build a stronger
foundation for future matriculants
 Prepare all learners for the Information Age
 Narrow the digital divide
 Create a technology rich province
 Provide all educators and learners in the province with an e-mail address

2.5. Gauteng –online

• It was launched 8 yrs ago by then premier Mbhazima Shilowa

• The project was meant to get internet-run computer labs in to every public school in the
province.
• About 1bn was used for the project and the GSSC tendered the project in 2007
 • The tender was awarded 2bn again to the consortium .SMMT online and was run by Tebogo
Mashego

Challenges

• Computers were always offline

• The number of computers is not adequate for all learners to use
• The lab is always overcrowded and learners share computers

Objectives and goals

• Provide all learners access to quality education.

• Through e-learning, make notable advances in supplying skilled learners for further
study and employment which improves South African culture, citizenry, democracy,
employment and the growth of the economy within the knowledge society;
• Provide and ensure that comprehensive sets of curriculum resources, tools and
information in all grade levels and learning areas/subjects in multiple South African
languages are freely and electronically accessible for re-use and adaptation by
learners and teachers;
• To allow communication with peers and teachers within and beyond the borders of
the South African system; and
• Ensure methods, tools and support systems that facilitate learning and learners who
experience barriers to learning are designed, developed, deployed and made
available.