An investigation into the introduction of computer literacy into a school curriculum : a KwaZulu-Natal experience.
| dc.contributor.advisor | Nel, Benjamin Rodnney. | |
| dc.contributor.author | Mdunge, Fakazile Bertha. | |
| dc.date | The era of democracy has brought many changes in curriculum development in South Africa. The changes encompasse equitable distribution of educational resources covering both previously advantaged and disadvantaged schools. The changes has meant merging of various educational departments with unequal resources into one. It is noted that the curriculum development in Information Technology area of learning bring with it number of challenges as introduction of technology lessons means a need for extra budget and staff development for it to be run smoothly. The current challenge is that the majority of learners come from disadvantaged communities where getting survival slice of bread is still an issue. We have learners who come from rural and informal settlements where computers are still viewed as the technology from the mars. Some learners are currently using the space under the tree as an area of formal learning. Moreover, the current teachers were taught in a system of indoctrination and the question and answer method of teaching rather than learning was used as a way to reproduce rather than to be productive. The focus on disadvantages of various methods of learning were also not given sufficient attention, hence, there is a major gap of understanding their impact. As a result of this study which investigates the introduction of computer literacy into schools curriculum, it solicits to find the nature and extent of problems encountered by educators, parents as well as learners introduction of computer into the school curriculum. It looks at strategies employed by different schools in dealing with introduction of computer literacy into their school curriculum. Finally, the study focuses on the reasons and circumstances, which bring about different levels of success in different schools. The research is investigative and descriptive. Three schools in Mpumalanga schools community is to serve as source of data. Mpumalanga is a microcosm of KwaZulu-Natal as it is community bedeviled by violence during times of Apartheid, there are schools belonged to two different departments of education, that is, one education and training and the others to department of education and culture. The community is divided into three, that is urban, rural and informal previously known as squatter camps.The first part covers (Chapter one and Two)) the introduction, the purpose of the study, motivation and critical questions and rationale highlighting the definitions of content, computer, information communication technologies, South African policy and global change. The second part covers (Chapter three and four) covers sampling methods, data collection and part one of research findings and analysis. The third part covers (chapter five and six) research findings and analysis part two, conclusion and recommendations. | |
| dc.date.accessioned | 2010-10-18T06:16:53Z | |
| dc.date.available | 2010-10-18T06:16:53Z | |
| dc.date.created | 2005 | |
| dc.date.issued | 2005 | |
| dc.description | Thesis (M.Ed.)-University of KwaZulu-Natal, 2005. | en_US |
| dc.identifier.uri | http://hdl.handle.net/10413/1379 | |
| dc.language.iso | en | en_US |
| dc.subject | Computer literacy--Study and teaching--South Africa. | en_US |
| dc.subject | Theses--Education. | |
| dc.title | An investigation into the introduction of computer literacy into a school curriculum : a KwaZulu-Natal experience. | en_US |
| dc.type | Thesis | en_US |