This study investigates the integration of computer technology into the curriculum in previously disadvantaged secondary schools in Umlazi, KwaZulu-Natal. The results of this study show very clearly that teachers in previously disadvantaged secondary schools in Umlazi are not incorporating computer technology into the curriculum.
INTRODUCTION
STATEMENT OF PURPOSE
CRITICAL QUESTIONS
RATIONAL
So the researcher has seen how Computer Technology can make teaching and learning more interesting. Computer Technology was a new experience for most students coming from previously disadvantaged secondary schools.
LITERATURE REVIEW
- Electronic Data Systems (EDS) Grants
- Bridge Builder
- Teacher's Online but Disconnected
- HOW EDUCATORS INTEGRATE COMPUTER TECHNOLOGY INTO THE CURRICULUM
The education network organization provided internet to primary and secondary schools in the Western Cape and promoted the use of the internet in education. Because these schools have computer technology, not all teachers have formal training in the use of computer technology.
METHODOLOGY .1 CASE STUDY
QUALITATIVE RESEARCH
Wikipedia (2001), stated that qualitative research is a research that focuses on the experiences, interpretation, impressions or motivations of an individual or individuals, and that seeks to describe how people view things and why. Kreuger, (1988), cited in Lewis (1995), stated that qualitative research taps into human tendencies where attitudes and perceptions are developed through interaction with other people.
INSTRUMENTS OF DATA COLLECTION .1 QUESTIONNAIRE
OBSERVATIONS
If educators allowed him to participate in a lesson, he would. Observing two educators per school helped the researcher to cover all eight learning areas.
INTERVIEWS
He observed how educators integrate computer technology into the curriculum in previously disadvantaged high schools. Cl Do you think that the use of Computer Technology in different subjects in your school has an impact on the way students learn.
SAMPLING Random Sampling
The researcher did not choose the juniors because they were still doing all the subjects. He put all the folded pieces into a bowl and asked the assistant director to take any two pieces out of the bowl.
THEORETICAL FRAMEWORK .1 CONSTRUCTIVISM
Constructivist Learning Theory
It encourages students to connect and summarize concepts by analyzing, predicting, justifying and defending their ideas. The constructivist teacher provides students with multiple opportunities to test their hypothesis, particularly through group discussion or concrete experiences.
INTRODUCTION
COMPUTERS IN SCHOOLS TODAY
There are many different types of backup procedures that can be adopted to overcome these problems. Educators who are not computer literate can be encouraged to take computer courses so that they are able to use the computers that are available in the school.
COMPUTERS IN EDUCATION
The students reviewed the layout of the paper on the computer screen and suggested the desired changes. One of the advantages of computer-based instruction is that it is visible, repeatable, and transferable.
CURRICULUM INTEGRATION .1 Reading and the Language Arts
Enhancing Writing by Using Word Processing
When you look at all the software used in the subject areas, one tool stands out as the primary integration tool of choice for teachers: word processing.
Word Processing and Process Writing
Although many educators use the process approach to teaching writing, some educators develop writing skills in isolation. A wide variety of programs on the market are designed to provide tutorials, as well as practice and practice on punctuation rules. When the learners in previously disadvantaged schools are taught to use computers, they must be made aware of the things they may and may not do.
EMPOWERING EDUCATORS TO USE COMPUTERS EFFECTIVELY ACROSS THE CURRICULUM
Why use computers in schools?
- The Social Rationale
- The Vocational Rationale
Paul (1999) stated that his own experience of ongoing visits to (primarily) primary schools in East London (South Africa) mirrored the findings of the Congressional Office of Technology. It was decided that the cost of upgrading the entire system, consisting of just over 100 PCs, would be expensive for the school. Knowledge Network's IT Curriculum solution for Roedean School (SA) adapts to the skill level of the learner.
INTERNET
There are many strategies that can help students and educators use the Internet effectively. There are many good text and multimedia resources on the Internet that can serve as an initial introduction. There are many other museums and other places on the Internet where you can see and experience many of the great treasures of human history.
ADRESS BY THE DEPUTY MINISTER OF EDUCATION, MR ENVER
In the E-Education White Paper, the department of education has set targets to be achieved by the end of 2013 or 2014. They must ensure that they achieve something in each year to improve the standard of computer technology in schools. at a disadvantage. But to achieve the targets, they have to start small by making sure that there is at least one computer in every school.
CONCLUSION
They should ensure that there is at least one educator who specializes in computer technology. If schools do not have educators who specialize in computer technology, the Department of Education should ensure that they train at least one educator for each school.
INTRODUCTION
WHAT IS CONSTRUCTIVISM?
The learner selects and transforms information, constructs hypotheses, and makes decisions by relying on a cognitive structure to do so. As far as teaching is concerned, the instructor should try to encourage students to discover principles for themselves. The instructor's job is to translate information to be learned into a format that fits the learner's current state of understanding.
SOCIAL CONSTRUCTIVISM .1 What is Social Constructivism?
Knowledge: For social constructivists, knowledge is also a human product and is socially and culturally constructed. Any personal meaning shaped through these experiences is influenced by the inter-subjectivity of. After reading the books that explain how knowledge is constructed, the researcher decided to draw a diagram that shows his understanding of how knowledge is constructed.
CONSTRUCTIVISM IN EDUCATION: OPINIONS AND SECOND OPINIONS ON CONTROVESIAL ISSUES
Although constructivism began as a theory of learning, it has gradually expanded its dominion to become a theory of teaching, a theory of education, a theory of educational administration, a theory of the origin of ideas, a theory of both personal knowledge and scientific knowledge. Constructivism is believed to be a morally superior position to its rivals in learning theory and pedagogy. For some, constructivism is even greater than a theory of learning, education and science; it is almost a world view.
MATHEMATICS EDUCATION .1 Constructivism in the Classroom
Pepin, quoted in Constructivism in Education, goes on to say that constructivism also offers a global perspective on the meaning of the human adventure, the way human beings make sense of their entire existence in order to survive and adapt. In the United States of America, the National Association of Science Educators' Standards for Teacher Preparation—standards by which to evaluate the value of institutions' teacher education programs—are filled with the endorsement of constructivism. The mathematics components of the National Profiles in Australia and the National Curriculum in England have been influenced by constructivist thinking (Math Forum, 1994).
CONSTRUCTIVISM AND EDUCATION .1 Beyond Epistemological Correctness
They also need to consider students' solutions in terms of experientially created potentials for action, standing in relation to each other, according to the type of cognitive activities that create or initiate these potentials. Amerio (1991), cited in Larochelle & Bednarz (1996), has stated that constructivism can also be understood as a powerful tool to question and challenge the usual power/knowledge relationship. Therefore, constructivism can be seen as a lever of social empowerment that goes beyond the here and now, paying attention not only to beliefs and social relations that often seem immobile, but also to the very means by which they can be mobilized and transformed. . from acting subjects.
CONCLUSION
INTRODUCTION
CASE STUDY
The case study is a model often found in educational and other types of social and cultural research, and in addition to the above, Stake (1995) emphasized its usefulness as a study of issues or problems. His work is primarily in the field of education, where case study projects have been useful in examining issues and problems related to schooling and other educational contexts.
INSTRUMENTS OF COLLECTING THE DATA
METHOD OF COLLECTING THE DATA .1 SAMPLING
INTERVIEWS
On April 21, 2005, the researcher went to the school principal to ask for permission. On 22 April, the researcher returned to the school to meet with the vice-principal. On April 28, the researcher went to the school to interview the teachers.
QUESTIONNAIRE
The open question is: What do you think about the current state of the economy. An open-ended question is particularly appropriate when researchers are unsure of the answers to a question. In short, open-ended questions add considerable time and cost to the researcher's data processing phrase.
OBSERVATION
They tend to clarify the meaning of the question, by specifying the dimensions of the question that are important to the researcher (Caplovitz, 1983). Open-ended questions are especially valuable during the early phases of the research, when the researcher is developing the questionnaire. Questionnaire is good when the researcher wants to collect information from a large number of people.
CONCLUSION
The researchers should try to be as discreet as possible during the observation and make notes about what they see.
FINDINGS
INTRODUCTION
SEMI-STRUCTURED INTERVIEWS
In school three, both educators said that it is necessary to use computer technology in the classroom. In school four they do not use computer technology in the classroom because they do not have enough computers in the school. In the first school, the educators said that the future of computer technology at school is very good for both educators and students.
QUESTIONNAIRE
All twelve educators said that they were not trained to integrate computer technology into the curriculum. All twelve educators said yes it is necessary to integrate computer technology in their learning areas. All twelve of them have never received formal training in integrating computer technology into the curriculum.
DATA INTERPRETATION .1 Previous Knowledge
Even the schools that teach computer skills do not integrate computer technology into the curriculum. All twelve teachers said they do not integrate computer technology into their teaching areas. This shows that the use of computer technology in previously disadvantaged schools was not up to standard.
CONCLUSION
RECOMMENDATIONS
The educators must be allowed to book the computer lab and use it for their learning areas. Schools should be encouraged to purchase computer programs that can be used in different learning areas. Educators should be made aware of the computer programs that can be used in their learning areas.
BIBLIOGRAPHY
Complete IT solution for Roedean School (SA) to equip students for life in the information age - Citrix MetraFrame, Internet and Knowledge Network IT Curriculum (online, available at: http://wwwknowledgenetwork.co.zal).
APPENDIX A
If you have used computer technology in your classroom, have you encountered any problems with it? If so, please explain.
APPENDIX B QUESTIONNAIRE
According to your own observations, the students enjoyed the lesson in which you integrated computer technology into their lessons.
I@ECTION 2: PROJECT DESCRIPTIONII·
For a study involving surveys, please include a preliminary copy of the questionnaire to be used. I would like to be part of the class so that I get all the information I need. If this is not the case, this must be explained and justified, as well as the measures to be taken to ensure that respondents fully understand the nature of the research and its contents.
