Practice as policy in ICT for education : catalysing communities of practice in education in South Africa

Show simple item record Vandeyar, Thirusellvan 2014-10-09T05:57:47Z 2014-10-09T05:57:47Z 2013-11
dc.description.abstract The e-Education policy was introduced into schools with the intention of “transforming learning and teaching” ([14], p. 1). The policy places an obligation on education to use educational technology to deliver on expectations of quality education for economic growth and social development. Utilising a case study approach and backward mapping principles to policy implementation, this study sets out to explore how teachers appropriate1 information and communication technology (ICT) policy to influence teaching and learning in South African schools. Qualitative methods were employed to capture data through classroom observations, interviews and document analysis. Data was analysed using grounded theory methods. Findings that are unique to the South African context were fivefold. First, the national e-Education policy existed as an invisible policy within the school context. Second, there was a lack of policy support and district presence in schools. Third, districts and schools had conflicting ideas of establishing collaborative support. Fourth, teachers’ beliefs, attitudes and agency promoted ICT practice as policy. And fifth, the absence of district support catalysed the emergence of communities of practice. This study asserts the notion that for policy to be implemented teachers should be instrumental partners in the formulation of policy. Teachers should be encouraged to form ICT communities of practice to support their teaching practice and foster policy implementation. en_US
dc.description.librarian hb2014 en_US
dc.description.uri en_US
dc.identifier.citation Vandeyar, T 2013, 'Practice as policy in ICT for education : catalysing communities of practice in education in South Africa', Technology in Society, vol. 35, no. 4, pp. 248-257. en_US
dc.identifier.issn 0160-791X (print)
dc.identifier.issn 1879-3274 (online)
dc.identifier.other 10.1016/j.techsoc.2013.10.002
dc.language.iso en en_US
dc.publisher Elsevier en_US
dc.rights © 2013 Elsevier Ltd. All rights reserved. Notice : this is the author’s version of a work that was accepted for publication in Technology in Society. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Technology in Society, vol. 35, no. 4, pp. 248-257, 2013. doi : 10.1016/j.techsoc.2013.10.002. en_US
dc.subject Information and communication technology en_US
dc.subject Practice as policy en_US
dc.subject Systemic deficits en_US
dc.subject Teacher beliefs and attitudes en_US
dc.subject Policy appropriation and agency en_US
dc.title Practice as policy in ICT for education : catalysing communities of practice in education in South Africa en_US
dc.type Postprint Article en_US

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