Contextualizing South Africa's participation in the SITES 2006 module
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 th...
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| Format: | Article |
| Language: | English |
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Education Association of South Africa
2010-01-01
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| Series: | South African Journal of Education |
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| Online Access: | http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002010000400004 |
| _version_ | 1811234057702342656 |
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| author | Seugnet Blignaut Christo Els Sarah Howie |
| author_facet | Seugnet Blignaut Christo Els Sarah Howie |
| author_sort | Seugnet Blignaut |
| collection | DOAJ |
| 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. |
| first_indexed | 2024-04-12T11:30:13Z |
| format | Article |
| id | doaj.art-c77b11060cf341138a0731cc58472e1c |
| institution | Directory Open Access Journal |
| issn | 0256-0100 2076-3433 |
| language | English |
| last_indexed | 2024-04-12T11:30:13Z |
| publishDate | 2010-01-01 |
| publisher | Education Association of South Africa |
| record_format | Article |
| series | South African Journal of Education |
| spelling | doaj.art-c77b11060cf341138a0731cc58472e1c2022-12-22T03:35:04ZengEducation Association of South AfricaSouth African Journal of Education0256-01002076-34332010-01-01304555570Contextualizing South Africa's participation in the SITES 2006 moduleSeugnet BlignautChristo ElsSarah HowieThe 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.http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002010000400004developing contexte-EducationICT in educationlarge-scale studymathematics educationscience educationSITES 2006South Africa |
| spellingShingle | Seugnet Blignaut Christo Els Sarah Howie Contextualizing South Africa's participation in the SITES 2006 module South African Journal of Education developing context e-Education ICT in education large-scale study mathematics education science education SITES 2006 South Africa |
| title | Contextualizing South Africa's participation in the SITES 2006 module |
| title_full | Contextualizing South Africa's participation in the SITES 2006 module |
| title_fullStr | Contextualizing South Africa's participation in the SITES 2006 module |
| title_full_unstemmed | Contextualizing South Africa's participation in the SITES 2006 module |
| title_short | Contextualizing South Africa's participation in the SITES 2006 module |
| title_sort | contextualizing south africa 39 s participation in the sites 2006 module |
| topic | developing context e-Education ICT in education large-scale study mathematics education science education SITES 2006 South Africa |
| url | http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002010000400004 |
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