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Contextualizing South Africa's participation in the SITES 2006 module

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dc.creator Seugnet Blignaut
dc.creator Christo Els
dc.creator Sarah Howie
dc.date 2010-01-01T00:00:00Z
dc.date.accessioned 2015-07-20T22:16:14Z
dc.date.available 2015-07-20T22:16:14Z
dc.identifier 0256-0100
dc.identifier 2076-3433
dc.identifier https://doaj.org/article/c77b11060cf341138a0731cc58472e1c
dc.identifier.uri http://evidence.thinkportal.org/handle/123456789/18316
dc.description The International Association for the Evaluation of Educational Achievement (IEA) initiated the Second International Technology in Education Study (SITES 2006) - a large-scale comparative survey on the use of Information and Communication Technologies (ICTs) in schools. The goal was to understand the pedagogical use of ICTs in schools in 22 education systems. We aim to contextualize South Africa's participation in SITES 2006 on four levels: (i) the nature and structure of the South African education system, (ii) a review of South Africa's participation in SITES 2006, (iii) ICT infrastructure, facilities and equipment, and (iv) teachers' use of ICTs for teaching and learning. SITES 2006 administered three questionnaires to school principals, technology coordinators, and mathematics and science teachers. The final sample consisted of 666 mathematics and 622 science teachers. Although most education systems collected data via the internet, South Africa was the only country that used only a paper-and-pencil data collection strategy with an average return rate of 90%. South Africa scored low on most variables, e.g. ICT infrastructure, facilities, and equipment. A large percentage of South African teachers reported their ICT incompetence. South Africa's inability to cross the boundaries of traditional learning towards the development of 21st century teaching and learning skills inhibits social and economic growth for the development of human capital.
dc.language English
dc.publisher Education Association of South Africa (EASA)
dc.relation http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002010000400004
dc.relation https://doaj.org/toc/0256-0100
dc.relation https://doaj.org/toc/2076-3433
dc.source South African Journal of Education, Vol 30, Iss 4, Pp 555-570 (2010)
dc.subject developing context
dc.subject e-Education
dc.subject ICT in education
dc.subject large-scale study
dc.subject mathematics education
dc.subject science education
dc.subject SITES 2006
dc.subject South Africa
dc.subject Education (General)
dc.subject L7-991
dc.subject Education
dc.subject L
dc.subject DOAJ:Education
dc.subject DOAJ:Social Sciences
dc.subject Education (General)
dc.subject L7-991
dc.subject Education
dc.subject L
dc.subject DOAJ:Education
dc.subject DOAJ:Social Sciences
dc.subject Education (General)
dc.subject L7-991
dc.subject Education
dc.subject L
dc.subject Education (General)
dc.subject L7-991
dc.subject Education
dc.subject L
dc.subject Education (General)
dc.subject L7-991
dc.subject Education
dc.subject L
dc.title Contextualizing South Africa's participation in the SITES 2006 module
dc.type article


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