The community is divided into three, that is, city, country and informally formerly known as squatter camps.The. The third part covers (chapters five and six) research results and analysis part two, conclusion and recommendations.
CHAPTER ONE
TOPIC: AN INVESTIGATION INTO INTRODUCTION OF COMPUTER LITERACY INTO A SCHOOL CURRICULUM
- INTRODUCTION
- MOTIVATION FOR THE STUDY
- PURPOSE OF THE STUDY
- CRITICAL QUESTIONS
- RELEVANCE OF THE STUDY
- LITERATURE REVIEW
- CONCLUSION
The poor infrastructure and the lack of educational resources in the rural African schools were a result of the policies of the former apartheid government. The Constitution of 1913, as amended by the Native Trust Act and the Constitution of 1936, stipulated that people of different races live in separate areas. One of the methods that the Department of Education has identified to remedy the situation is the introduction of computer literacy into the national curriculum and the provision of computers in schools.
LITERATURE REVIEW
INTRODUCTION
BACKGROUND OF THE STUDY
DEFINITION OF CONCEPTS .1 INTERACTIVE MULTIMEDIA
- A COMPUTER
- INFORMATION TECHNOLOGIES (ICT.)
If a computer is to be used to support or enable learning, the power of the technology must be harnessed to achieve the level of interactivity that best suits the learning task. There is no doubt that computers can contribute to the effectiveness of the classroom, but standardized test scores have remained stagnant over the past few years (Woolard, 2004).
AND COMMUNICATION
The computer can be used correctly and produce great results, or used incorrectly can have disastrous consequences, depending on who is wielding the mouse.
2 .4 TECHNOLOGICAL TOOLS FOR TEACHING AND LEARNIG
- EMAIL OR ELETRONIC MAIL
- COMPUTER MEDIATED MEETINGS
- INTERNET
- CHAT ROOMS
- URL (UNIFORM RESOURCE LOCA TOR)
- PRESENTA TION SOFTWARE
- VIDEO - CONFERENCING
- HYPERTEXT
- VIRTUAL REALITY
- WORLD-WIDE WEB
- THE SOUTH AFRICAN POLICY AND SCHOOLING CONTEXT
- GLOBAL CHANGE
- BENEFIT OF USING MEDIA
- COMPUTER LITERACY IN TEACHING
- PERFORMANCE OUTCOME
- INTEGRATING COMPUTER LITERACY INTO CURRICULA
However, the real challenge lies in the ability of the policy framework to enable schools to overcome it. It is important to recognize that any strategies developed around ICT in schools must be based on the principles set out in the White Paper.
1 0: CONCLUSION
Ensure that teachers help students to be aware of the content they are learning – students may sense excitement about the technology or their authorship, but not realize what they have learned about a particular topic. The emphasis was on “earning content rather than technology, although it was added. Understanding the various appropriate teaching methods is critical for teachers and connecting a student's computing skills to his or her background.
CHAPTER THREE
TOPIC: RESEARCH METHODS 3.0 INTRODUCTION
- SAMPLING METHOD
- PARTICIPANTS
- DATA COLLECTION
- RESEARCH INSTRUMENT
- INTERVIEWS
- OBSERVATION
- SECONDARY DATA / DOCUMENTS
- DATA ANALYSIS METHOD
- CONCLUSION
Finally, questionnaires are not expensive and do not take much time of the researcher (Kumar :2000). It is expected that the interviews will be largely influenced by the responses received from the questionnaires and also what the researcher observes in the classroom. In schools where there is slow progress (failure to achieve results in the expected time), the researcher will try to find out what are the reasons given for this slow progress.
In schools where there is good progress, the researcher will talk to stakeholders about how they overcome the difficulties in introducing computer literacy in their schools. The researcher was also able to assess the validity of the answers given by the respondents in the questionnaires and in the measurements.
TOPIC: RESEARCH FINDINGS AND ANALYSIS 4.0 INTRODUCTION
- AIMS OF THE STUDY
- CHARACTERISTICS OF THE RESPONDENTS
- LEARNERS RESPONSES
- USABILITY OF COMPUTERS IN SCHOOLS
- LEARNERS' RESPONSES ENCOUNTERED IN THE INTRODUCTION OF COMPUTER LITERACY IN THE
- IMPROVEMENTS /CHANGES IN LEARNERS STUDIES
- OTHER SCHOOLS WITH COMPUTERS IN THE AREA TABLE 4 SCHOOLS WITH AND WITHOUT COMPUTERS
- LEARNING ASSISTANCE WITH COMPUTERS FROM EDUCATORS
- SUGGESTIONS MADE WITH REGARD TO COMPUTERS LITERACY AND COMPUTERS AT YOUR SCHOOL
- EDUCATORS RESPONSES
- EXPERIENCE EDUCATORS HAD IN COMPUTER LITERACY BEFORE GOVERNMENT
- PROBLEMS EDUCATORS ENCOUNTERED IN THEIR EFFORTS TO INTRODUCE COMPUTER LITERACY
- SUCCESS STORIES EDUCATORS HAVE ACHIEVED AFTER COMPUTER LITERACY HAS BEEN INTRODUCED
- DIFFERENT EXPERIENCES IN THEIR ENDEAVOURS TO INTRODUCE COMPUTER LITERACY
- PROVISION OF COMPUTER TRAINING TO EDUCATORS BY GOVERNMENT
- LEARNERS ABILITY TO ACHIEVE OUTCOMES OF THE SUBJECT;
- SUGGESTIONS REGARDING COMPUTER LITERACY IN SCHOOLS
- CONCLUSION
To find out what problems and successes educators have experienced in their efforts to introduce computer literacy into the school curriculum. 60% stated that they do not have computers in their schools 5% stated that they forget the keyboard signs. This means that the integration of computer knowledge in schools brings with it additional costs which are not currently absorbed by the current budgeting system.
The lack of quality security systems risks immaturely depriving some students of continuity in computer literacy studies. Introducing computer literacy into schools will still pose enormous challenges as most students come from poor families who lack facilities to support the evolution of computer-based learning.
RESEARCH FINDINGS AND ANALYSIS PART"
5:3 SAMPLE OF SCHOOLS SELECTED
What experiences, interests and knowledge do learners have that can be used as a basis for computer learning and from which the school can benefit. Learners selected for this research project were from grades 8 and 12, as these schools introduced computer literacy programs at these grades. The geographical map of the area is included in this analysis and it is attached as the appendix to show that Mpumalanga community has urban, informal and rural communities.
Photographs are also attached which show that other schools have computer resources but not enough to match the number of students. An area of interest is that there are schools with computers, but they only find that the teachers themselves are not well versed in their use or professional use.
SCHOOL A: : Number of Learners ( Township School)
SCHOOL B ( Number of Learners From Township School)
SCHOOL C: Number of learners ( Semi-rural School) Table 14
The table above shows that students from townships do not attend semi-rural schools and that both boys and girls have high dropout rates. The table shows that only twelve teachers were interviewed, four male and eight female teachers. After completing the session, a student should be able to operate the computer independently, without any assistance.
Out of the three schools, one school has brand new computers which have been allocated by the Department of Education. The table 7 shows poor performance by informal settlements and semi-rural community learners and there are reasons that there is no electricity, water, computers at home in informal settlements and rural communities.
5:9 OTHER SUBJECTS TAUGHT BY TEACHERS
As basic literacy information for grades 10 and 12, their responses indicated that 70% of students were good, 10% fair, and 20% poor at Microsoft Word.
5: 11 LEARNERS RESPONSES TO MICROSOFT EXCEL
5:12 LEARNERS QUESTIONS
RESPONSES TO INTERNET
5:13 QUESTIONS ABOUT THE TEACHERS
5: 15: TEACHING AND PARENTS INVOLVEMENT
5:16 DATA WERE COLLECTED BY THE FOLLOWING METHODS
5: 17 CLASSROOM OBSERVATIONS
5:18:METHODS OF TEACHING
5:19 DETAILED NOTES FROM INTERVIEWS, AND CLASSROOM OBSERVATIONS
5:30 FINDINGS AND DISCUSSIONS
All children are familiar with computer technology and how it works, but they have experienced different technologies such as using calculators, gaming machines, mobile phones, radios and cars.
5: 20:0 LESSONS OBSERVATION
PLANS AND CLASSROOM
5:21:0 ANALYSIS AND FINDINGS
Unplanned opportunities were generally ignored, and both teachers and students seemed to make a transition between informal and unstructured everyday knowledge and the domain of the formal structure of school computer literacy. The conditions in which students live and the events that greatly affect their lives and the things that interest them in their surroundings need to be explored more deeply, including computer literacy. Teachers and students enjoyed the introduction of computer literacy and felt they still had a lot to learn.
The data showed that teachers in the classroom use different approaches such as teacher-centered, more participatory and student-centered. Educators scored high on classroom management, planning, and content knowledge, but they scored lower on creating stimulating innovative environments and opportunities for students to explore problem areas and demonstrate higher-order thinking skills, such as using information from the computer to solve introducing computer skills challenges in the current curriculum, for example searching through the internet to find good practice around the world and also using internet sites to find ways and methods to improve their current levels of teaching styles and methods.
5: 22 CONCLUSION
Although there has been an oversight of the role of parents, it seems mandatory that they become involved at an early stage, as the introduction of computers requires a change in mindset and costs, and that parents who are not currently working especially from the informal settlements, would feel affected. as they may also need to establish a supportive learning environment for their children to ensure that what their children learn has a direct bearing on changing their lives for the better. The current pass and mastery rate of students and their motivation to work with computers provides a renewed energy to make students interested in education.
TOPIC : CONCLUSION AND RECOMMENDATIONS 6:0 INTRODUCTION
6:1 THE RESULTS
RECOMMENDATIONS
- TO LEARNERS
- TO CURRICULUM DEVELOPERS
6.2 .4 TO COMMUNITY LEADERSHIP
TO GOVERNMENT
Since the education department has both national and provincial jurisdiction (that is, it has a national minister and a provincial minister, unlike the Ministry of Water and Science and Technology, where ministers only exist at the national level), it is advisable that local authorities be mandated to provide development services to schools, such as providing computers, supporting the ongoing training of teachers involved in computer literacy projects. Motivate teachers who do well in these programs by offering incentives such as exchange programs with other international schools or local private schools that have advanced ways of teaching computers.
REVISION
- ACCESS TO COMPUTERS
- TECHNICAL SUPPORT
- DEMONSTRATION
- CAREER GUIDANCE
- OUTCOMES
It should be a step-by-step program that teaches the student himself in the absence of the teacher/tutor or home-based subject tutor. Some students expect the teachers to tell them where to go for further studies/employment after they finish their studies or to earn a living as they are from poor of the poor families. Teachers, tutors, technical support staff and students should have all the results of the computer skills classes to be completed before the course starts.
Set paper size and page orientation of the document - Create a table and add text to the table. Move around the worksheet area so they can access the cells of the worksheet area.
SPECIFIC OUTCOMES OF THE INTERNET AND E-MAIL
- LIMITATIONS
- CONCLUSION
The students tried to give only positive answers to the researcher to impress the researcher because she is one of their teachers and the teacher lives in the vicinity where the other students and teachers from the selected schools live. Institutions are obliged to clearly define their outcomes because the new system of education and training in South Africa {OBE} requires well-defined outcomes for any training offered in South Africa. Almost all organizations involve computer technology in their development {including educational institutions}. This means that they must participate in subjects involving computer technology.
Therefore, this topic is important for all education and training institutions in order to be in line with the new system of. 1997): Curriculum, resources and learning spaces - Synergy or discord in the twenty-first century Durban: University of Natal.
ANNEXURES
Did you have previous experience teaching computer skills before the government provided computers to your school? Have you encountered any problems in your attempts to introduce computer skills into the school curriculum? Do you think schools have different experiences in their attempts to introduce computer literacy into the school curriculum?
What problems have you encountered in introducing computer literacy into the school curriculum? Have you encountered any problems in your attempts to introduce computer skills into the school curriculum?
