This study investigates influences on the sustainability of a computers-in-schools project during the implementation phase thereof. The CALIS Project (1992-1996) is the unit of analysis. A qualitative case study research design is used to elicit data, in the form of participant narratives, from people who were involved in the regional management of the Project, as well as teachers who implemented the Project in their classrooms. These narratives are then analysed from a post-modern perspective (Kvale, 1996). The analysis reveals personal, programmatic, physical and systemic influences on the Project. These influences can be identified on all structural levels of the education system (Mooij and Smeets, 2001). Furthermore, metaphoric patterning across narratives is analysed in terms of implicatures, postulated by Relevance Theory (Sperber and Wilson, 1995). Analysis of the data provides evidence in support of Fullan’s (2005) definition of sustainability as a quality of dynamic, complex systems. Personal, programmatic, physical and systemic influences on the Project are found to be interrelated on, and across, structural levels of the system. In addition, influences are dynamically related to the changing Project in particular host environments (Cavallo, 2004). The resulting ecological or viral growth is characteristic of complex systems, where further development is indeterminate.
Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006.