Innovation for inclusive development : mapping and auditing the use of ICTS in the South African primary education system

dc.contributor.authorHove, P.
dc.contributor.authorGrobbelaar, Sara Susanna (Saartjie)
dc.date.accessioned2021-03-25T06:55:55Z
dc.date.available2021-03-25T06:55:55Z
dc.date.issued2020-05-29
dc.description.abstractInclusive education aims to identify and minimise barriers to learning and maximise learner participation in the education system. With a focus on the use of information and communication technologies in the South African primary education system, this study aims 1) to create a framework with which to evaluate the current state of ICT uptake across core functions for a school; 2) to audit the current state of innovation uptake; 3) to use the audit outcomes to identify challenges to the uptake of ICTs; and 4) to identify measures for facilitating an improved uptake of these innovations. The researchers conclude that a need exists for government to ensure consistent ICT uptake and use throughout the education system through a better implementation of standards, policies, and processes that facilitate technology uptake.en_ZA
dc.description.abstractInklusiewe onderrig beoog om struikelblokke tot onderrig te identifiseer en te minimeer en om leerderdeelname te maksimeer. Met die fokus op die gebruik van informasie- en kommunikasietegnologieë in die Suid-Afrikaanse basiese onderwysstelsel, is hierdie studie gerig op 1) die skep van ʼn raamwerk waarmee die huidige toestand van die opname van informasie- en kommunikasietegnologie, vir die kernfunksies van ʼn skool, bepaal kan word; 2) om die huidige toestand van innovasie opname te oudit; 3) om die oudituitkomste te gebruik om uitdagings te identifiseer; en 4) om maatstawwe, wat ʼn verbeterde opname van hierdie tegnologieë kan fasiliteer, te identifiseer. Die navorsers het tot die gevolgtrekking gekom dat daar ʼn behoefte bestaan wat vereis dat die regering seker moet maak dat konsekwente inligting- en kommunikasietegnologie opname regdeur die onderwysstelsel geskied. Dit is moontlik deur ʼn verbeterde implementering van standaarde, beleide, en prosesse wat tegnologie-opname fasiliteer.en_ZA
dc.description.departmentGraduate School of Technology Management (GSTM)en_ZA
dc.description.librarianam2021en_ZA
dc.description.urihttp://sajie.journals.ac.zaen_ZA
dc.identifier.citationHove, P & Grobbelaar, SS 2020, 'IInnovation for inclusive development : mapping and auditing the use of ICTS in the South African primary education system', South African Journal of Industrial Engineering, vol. 31, no. 1, pp. 47-64en_ZA
dc.identifier.issn1012-277X (print)
dc.identifier.issn2224-7890 (online)
dc.identifier.other10.7166/31-1-2119
dc.identifier.urihttp://hdl.handle.net/2263/79089
dc.language.isoenen_ZA
dc.publisherSouthern African Institute for Industrial Engineeringen_ZA
dc.rights© 2020, South African Institute of Industrial Engineering. This article is licensed under a Creative Commons Attribution 3.0 License.en_ZA
dc.subjectSouth African primary education systemen_ZA
dc.subjectResearchersen_ZA
dc.subjectInformasie- en kommunikasietegnologieëen_ZA
dc.subjectSuid-Afrikaanse basiese onderwysstelselen_ZA
dc.subjectNavorsersen_ZA
dc.subjectInformation and communication technology (ICT)en_ZA
dc.titleInnovation for inclusive development : mapping and auditing the use of ICTS in the South African primary education systemen_ZA
dc.typeArticleen_ZA

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