n Education as Change - Educator competence in integrating computers for teaching and learning within the framework of the GautengOnline Project

Volume 8, Issue 2
  • ISSN : 1682-3206
  • E-ISSN: 1947-9417
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This article reflects the findings of a study conducted to assess educators' perception of their competence in integrating computers for teaching and learning purposes at a selected primary school. This school - situated in Soweto, Gauteng, South Africa - was the first school to receive computers as part of the GautengOnline project. As the GautengOnline project was launched only recently (in 2000), documentation is scant, and relatively little information about educators' competence to maximize the usefulness of computers has been gathered by independent researchers. Previous research by the South African Institute for Distance Education (SAIDE), which evaluated the Telkom 1000 Schools Project, found that most educators were not competent to integrate information and communication technologies into teaching and learning, and it was on this premise that educators' competence in this area within the framework of the GautengOnline project was evaluated. This research was conducted during the course of the 2002 academic year. The research question for this study was: How do educators at a selected primary school in Soweto, Gauteng, perceive their competence to integrate computers into the teaching and learning process? The study made use of generic techniques for data collection and analysis. Evaluation of the findings indicated that educators at selected primary school perceived themselves to be competent in integrating computers into teaching and learning. The fact that educators at the selected school perceived themselves to be competent in and enthusiastic about the use of computers to conduct educational activities holds great promise for the future of our educational endeavours.

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