Integrating I.C.T.

in education is one of the primary goals to enhance the quality of teaching and learning, enhance enjoyment and commitment to learning tasks, as well as increase confidence, independence and self-esteem, amongst learners and educators. It also provides efficient, quick and accurate feedback. However, in evaluating the Gauteng-on-line critically, the following findings and challenges were noted in the year 2000. Identifying and establishing a Computer Laboratory in schools impacted positively and afforded learners the opportunity to be exposed to I.C. T. Education. Unfortunately, only 25 computers, 1 printer and 1 white board was supplied to each school. Class sizes more than 25 learners were deprived of this opportunity as learners could not be accommodated in the computer laboratory. Furthermore, the timetabling at schools did not make adequate provision for the Gautengon-line instruction on a daily basis and was also not adhered to by educators. To aggravate the situation further, very few educators were computer literate and educators less inclined suffered from computer-phobia in the utilization of I.C.T. The absence of sufficient and proper educator training in ICT education posed a further challenge and educators were disillusioned. Insufficient vital and primary resource material and equipment as well as the lack of adequate and timeous technical support , de-motivated educators and learners. Power failures, lack of appropriate electricity supply and the connectivity being disrupted progressively resulted in no ICT Education taking place. As a result , the laboratories were under-utilized and literally stood idle at the expense of learners. Integration of ICT education with other Learning Areas also posed a challenge as it was very little and insignificant. Burglaries, theft, vandalism and lack of proper burglar proofing as well as no 24 hour armed response and a security guard further compounded the plight of schools. Regular interrupted power supply caused damage to vital and expensive computer components. Insufficient research was undertaken in respect of individual schools, contextual factors in relation to criminal activity and electricity power supply. These factors differed from school to

school and each environment had its own challenges which the Gauteng Department of Education did not properly consider. As a result it had disastrous consequences for ICT instruction as these laboratories did not exceed 5 years of productive operation.

In contrast, the Khanya Project, a Western Cape initiative (2001), hailed a major success operation, despite its obstacles and challenges it was exposed to. It had the same mandate as the Gauteng-on-line, i.e. improve curriculum delivery with the aid of audiovisual technology, communication and information and empower educators with ICT skills. Educator training has generated a favorable response in general as it made work easier. To date the following achievements were registered, 1339 schools have computer laboratories ranging between 25 and 490 computers, each centre was internet linked and LAN networked, 133 schools identified for installation, 46 088 computers deployed, 28 035 educators ITC skilled and 905 464 learners utilizing the technology and benefiting daily. The Khanya initiative has also been the recipient for numerous awards for its innovative strategies. It proved the Western Cape Education Department was able to deliver technology on a large scale. Students results in Mathematics and Literacy was achieved. Sustainability based on partnership principles with specific reference to micro institutions and community, co-existed well with the principles of NEPAD. The Khanya project also obtained substantial private and public funding in comparison to the Gauteng-on-line project. Community involvement, widespread acceptance resulted to a success. A dedicated team of facilitators visited schools frequently to guide, support and assist learners and educators to use the technology optimally which was absent in Gauteng schools. However, although all these success were registered, certain obstacles and challenges must not be discounted. These include : (1) crimes, theft and burglary posed a challenge to many schools even with the installation of tracking devices, (2) lack of technical support and guidance had a negative impact on educators and learners in the classroom, (3) computer phobia amongst educators

had the following implications. Technology posed a threat to educators and went beyond their comprehension. Sociological , where computers were used to displace educators and its operational issues surfaced. Psychological factors which entailed educators not having control over tasks, lowering their self-esteem, stressing them physically and mentally thus causing damage to the computer. Furthermore, the huge Educator numbers and cost factors for the entire programme highlighted the problems at schools. Some educators resisted change, others were not keen on training in line with the ICT curriculum. The Western Cape Education Department also did not permit educators to be removed from class during normal instruction time to undergo any form of training. Inaccessibility to computer laboratories, constraints of time frames and certain contextual factors inhibited educators from being skilled in computer technology. Finally, my research concludes that the Gauteng Online Project was not as successful and productive in comparison to the Khanya initiative. Despite certain shortcoming experienced by the Khanya project it still enhanced ICT education overall.

RESOURCES:

http://www.iol.co.za/pretoria-news/gauteng-online-project-atschools-falls-short-audit-1.1291909

http://www.multichoice.co.za/multichoice/view/multichoice/en/p age61

http://www.khanya.co.za/projectinfo/?catid=32

http://is2.lse.ac.uk/asp/aspecis/20100032.pdf

http://ramonthomas.com/2007/11/gauteng-online-is-a-failuredoomed-from-the-beginning/.