Inligtingstegnologie vir alternatiewe vorme van onderwysvoorsiening
In this study the utilisation of information technology in alternative forms of provision of education was investigated by means of case studies. Certain recommendations were made based on this investigation. The distinction made in the Schools Act (1996) between public education and independent schools in the South African educational system was described. In addition to independent or private schools, independent schools also include other alternative forms of education such as home education and distance education institutions. It was indicated that the public school that is currently regarded as the norm, in a specific regard developed from alternative forms of education such as home education and independent schools. In the utilisation of alternative forms of education, parents and other parties involved found a welcome ally in the tremendous educational potential of modern information technology. It was established that the concept technology in education refers to the application of technology in order to facilitate more effective teaching and learning. Different forms of telecommunication such as satellite, radio, telephone and fax connections as basic components of the information technological system were discussed with a focus on the advantages thereof for education. In terms of video and television technology, the different modes of video-teleconferences were discussed, while further attention was given to computer-based technologies such as the microcomputer, CD-ROM and computer networks. The Internet, World Wide Web (WWW) and the virtual classroom were also discussed in terms of their usefulness in teaching and learning acts. On the basis of the literature survey and qualitative investigation, a model was developed for the utilisation of information technology in education. Modern theories of teaching and learning were discussed as basis for the integration of information technology. The origins, principles and teaching methods of constructivism received the primary focus as the foundation for modern theories of teaching and learning that form the basis for the outcomes-based Curriculum 2005 project. Further attention was given to fundamental principles of teaching and learning such as co-operative learning, learner-centredness, individualisation, self-directedness, self-activity, relevance, learning facilitation and the way in which they are influenced by information technology. It was found that information technology that can be utilised in education is developed on a day-to-day basis and that the selection of a particular technology should not be based on personal preferences, but rather on principles of teaching and learning. Problems experienced by teachers in home education and at smaller independent schools in complying with the demands originating from the fact that they often have to handle more than one class or subject, can be addressed by making use of information technology. It was further found that the utilisation of information technology is not aimed at replacing the teacher, but rather at supporting teaching and at providing expertise when it is not available. In conclusion it was found that the learners are still central to the learning process and that information technology should not determine the learning process but rather serve and support it.
- Education