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04CIE02 ASSIGNMENT 4B: MONITORING AND IMPACT OF ICT ON EDUCATION MANGANYI NT 200835938 Evaluation of khanya and Gauteng on line project in South Africa KHANYA PROJECT Teacher and classroom outcomes
Khanya empowered educators to use technology optimally for curriculum delivery. All educators were trained in basic ICT literacy according to the training modules developed by the Khanya training manager. Educators were trained in the use of IT, as well as how to use IT for educational purposes throughout, the emphasis was not on using technology for the sake of technology but rather to use it as an educational tool. The use of technology made teaching and learning to improve in the classroom, and made teachers far more effective particularly in cases where educators have to care for huge class groups of 70 or more learners. In cases where educators are under-qualified for the task, carefully selected software assists in making the experience more effective. The rather old fashioned method of talk and chalk teaching is redressed by using technology as a medium to improve teaching. Educators are more efficient in performing mundane tasks such as the maintenance of mark sheets and exam results. Assessment of tasks can be done electronically, hence freeing up educators to concentrate on actual teaching rather than having to spend hours and days on the marking of the scripts. Resources such as lesson plans and learning material can be prepared by experienced educators and used by less experienced once.

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Basic products such as power point presentations can be used as a regular feature in the classroom, hence improving the quality of presentation. The quality of teaching is improved dramatically by the use of computer technology. Both educators and learners have an email address. Impact on classroom practice The internet suddenly opened the whole world to learners who, in some instances, have never travelled outside the confines of their villages, the use of these resources works very well with the new outcomes based educational paradigm in South Africa. 905 464 learners had benefitted from using the technology on a daily basis and they also benefited from variety of learning styles. Learners are exposed to the best learning material available, material that may have been deprived of in the past. They also certainly have a wider access to learning resources. The number of learners taking mathematics and science is now increasing and they are copying successfully. Impact on schools The particular contribution of Khanya is to assist schools to acquire ICT facilities and to enable these facilities for curriculum delivery purposes. The use of computer technology in schools is indeed a move towards modernization of schools, in many schools serving remote and poor communities, the introduction of Khanya facilities removes with one foul swoop, the divide between an ancient way of teaching and a most modern one where technology is employed optimally. The huge divide between the rich and the poor is taken away in that the provision of technology to the poorest of poor schools brings their educational potential on a par with the more affluent ones.
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Impact on communities Communities were involved in literacy, as well as ICT literary programmes. They were involved right from the outset in the development of technology facilities and this empowers them to take ownership of the project and it ensures sustainability. They were trained to take care of sustainability aspects of the project in the future. Special efforts are made to involve previously disadvantaged groups, particularly women, and more specifically rural women. Many adults are now taught, amongst other things how to use a word processor, develop their own CVs and how to look for jobs on line. Community members have wider access to information and other services that are currently available on line. Impact of ICT on education The emphasis of Khanya is on education, but the public, in the sense of parents, community members and other stake holders, are encouraged to be involved This led to a far better interaction between educators, schools and other parties. GAUTENG ON LINE PROJECT Not much been said about Gauteng on line as the joint initiatives with the department of finance and education was expected to connect 2042 schools by
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May last year (2010) did not materialize. Gauteng on lines focus is on schools and education as a whole. IMPACT ON SCHOOLS Gauteng on line initiated to build a province wide school computer network and creating 25 seats computer labs with the internet and email capabilities at all public schools in the province for curriculum delivery. It is also intended to train 1200 IT technicians and deploy them to schools addressed by the project in the province. The new national school agreement deal will include virtually free upgrades to windows 7 professional and steeply discounted office professional plus, windows server and windows CAL for public

schools.

Impact on education The department also said it has set aside R300 000 to implement a six-month experiential training programme that will enable young graduates across the province to gain handson experience in different areas of departments work. A stable ICT environment will improve the quality of government service delivery.

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BIBLIOGRAPHY: GAUTENG ONLINE

http://www.peabody.vanderbilt.edu/ict/ 2. www.d ig italherobook.org/hero- stories

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Bibliography KHANYA PROJECT

Dr Jim Cambray - ichthyology Case Rijsdijk - astronomy

Prof Martin Villet - entomology Dr Brian Allanson - conservation Dr Becky Rogers Ackermann - archaeology Dr Francis Thackeray - palaeontology