Author(s)Molotsi, Abueng Rachael
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AbstractMEd (Computer-Integrated Education)
The rapidly changing technology causes work environment to become more and more complex and schools are among those structures that are affected by this change. Technology has revolutionised the workplace and call for every individual in a workplace to face the challenge and this in turn would improve working skills and productivity. The study took place at Kgaugelo middle school in the Brits district which is 50km from Pretoria. The school is among those that have already engaged computers in their curriculum to augment teaching and learning. The purpose of this study was to examine the effectiveness of computer integration into teaching and learning in a middle school. The questions used to address the purpose of the study are listed below: • What are the critical success factors for effective learning in computer integration in a middle school? • How does the educators’ role contribute towards the effectiveness of computer integration into teaching in a middle school? • What is anticipated from learners to ensure effective learning in computer integration in a middle school? The instruments used to gather the data were questionnaires, interviews and observations. Educators and Grades Seven and Eight learners of the school were the target population and the source of information. The collected data was analysed through descriptive statistic and presented in tables and graphs for better interpretation and understanding. The results have shown conclusively that most of the learners’ responses were in line with the most views provided by the different writers concerning computer integration into teaching and learning. The only aspect which was inadequately done was that the majority of learners was not as yet at the stage of collecting information and used it valuably. Again, based on the findings, most of the educators raised the following concerns pertaining to computer integration into teaching and learning: • lack of formal training and planning; • difficulties in adopting computer integration; • lack of facilities and financial assistance to the schools; and • computer phobia. The results also show that most of the tasks that were expected to be performed by learners were not effectively carried out. This indicates that there is a great need to give attention to issues that were anticipated from learners to ensure effective learning in computer integration. However, there were only two conclusive matters, that the majority of learners had general computer skills and ability to play computer games.
a 2007 E941