Die rol van tegnologiekoördineerders in inligting– en kommunikasie tegnologie [kommunikasietegnologie] in Suid–Afrikaanse skole

Abstract

ICT constitutes an important component of teaching and learning. Despite the documented advantages ICT holds in store for teaching and learning. ICT integration in schools remains largely inadequate. Implenting ICT in order to improve and enhance teaching and learning in a wide range of learning areas seems to present a huge challenge to most schools. Factors such as fiscal responsibilities, space barriers, inadequate infrastructure and poor coordination undermine most efforts towards sustainable and effective ICT use. Teachers who have started to integrate ICT in their teaching practice, require various forms of support, including that of technical and implementation support. The SITES modules are useful to pave the way towards sustainable ICT use in South Africa by expounding the most important studies locally and internationally, emphasising the best practices and confirming that technology coordinators are essential. This research focuses on the role played by the technology coordinator in the implenting and utilisation of ICT in South African schools. Information obtained through this study can be useful in taking stock of current teaching and learning practices and to make informed decisions regarding effective and sustainable ICT practices in teaching and learning. This study is based on the findings of the third SITES study (SITES 2006), which was an international qualitative survey regarding pedagogical practices and usage of ICT concerning 21st century learning skills in schools. This study followed an SDA methodology of South African technology coordinators. Since South Africa took part in all three studies, longitudinal tendencies could be shown regarding ICT use in South African schools. During the SDA descriptive statistics were compiled and cross tabulations were calculated in order to determine significant correlation between variables. Although most technology coordinators indicated that the use if ICT was relevant within their schools, the level of ICT use within learning areas is disconcertingly low due to various barriers which inhibit the use of ICT in schools. The number of computers and laptop computers in schools is limited. In the majority of schools teachers act as technology coordinators who are also responsible for maintenance of the computers. The duties and responsibilities of the technology coordinator comprise mainly the teaching of other subjects and relatively little ti- v me is devoted to ICT courses for teachers and learners. Owing to this, the formal part played by the technology coordinator is rather unimportant. Although inmost schools teachers act as technology coordinator, they receive alarmingly little teacher professional development (TPD). The study indicates that teachers receive very little, none at all, or quite inadequate ICT training. Very few periods per week are available to provide training or ICT support to colleagues. Practically significant correlations between the use of ICT in teaching and learning of learning areas depend on the availability of ICT support for most of the activates that take place in a school. For effective and sustainable use of ICT it is crucial that teachers receive technical and TPD support. Consequently technology coordinators play an important part in the coordination, maintenance, support and empowerment of facilities and users with teachers’ instructions.