Emerging Trajectories and Sustainability of ICTs in Educational Reforms in Africa: Exploring the Prospects of the Teacher Laptop Policy in South Africa
Emerging Trajectories and Sustainability of ICTs in Educational Reforms in Africa: Exploring the Prospects of the Teacher Laptop Policy in South Africa
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非洲教育改革中信息通信技术的新兴轨迹和可持续性：探索南非教师笔记本电脑政策的前景
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发表时间：
2009
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通讯作者：
Chijioke J. Evoh
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作者：
Chijioke J. Evoh
将信息通信技术（ICT）纳入教育是确保公共教育取得更好成果的努力的一部分。社会的其他部门通过使用技术来增加人类劳动力来提高生产率。然而，由于缺乏必要的资源，非洲的教师职业变得更加劳动密集。根据提高教师生产力的目标，并鉴于系统中合格教师的短缺，南非的教师笔记本电脑倡议政策旨在通过不断改进教师的教学内容和教学技能，为教师职业带来创新。本研究基于技术、教学和内容知识的理论框架，探讨了TLI项目的前景和挑战。作为可取的政策可能是，本文认为，一个成功的TLI在南非学校将超越提供教师与笔记本电脑。成功与否将取决于教师如何使用笔记本电脑来取得富有成效的教育成果。该研究在南非教师笔记本电脑政策的背景下，探讨了信息和通信技术（ICT）在非洲教育改革中的重要性。社会的其他部门通过使用技术来增加人类劳动力来提高生产率。首先，由于缺乏必要的资源，在非洲的教学变得更加劳动密集。教师笔记本电脑倡议（TLI）是改善南非教学和整个教育系统的努力的一部分。帮助南非35万名教师将现代信息和通信技术有效地融入教学过程是一项重大投资，也是支持该国教育改革的催化剂。鉴于任何教育体系都无法超越教师的质量，教师的持续发展在南非至关重要，特别是在经历了数十年残酷的种族隔离制度之后，南非正在努力重塑社会结构。此外，培训和更新南非教育工作者的教育内容和教学技能，对于实现该国倡导的全民教育目标至关重要。信息和通信技术的整合已成为非洲教育发展和改革的政策选择。这一新出现的轨迹强化了人们的信念，即传统的教学方法无法科普该国对教育的高需求。在本研究中，信息和通信技术被视为有助于完成改善教育这一复杂任务的工具，而不是一个为研究而研究的课题。通过对南非TLI的案例研究，本研究将探讨非洲信息和传播技术与教师专业发展的前景和挑战。本研究的目标是使用技术，教学和内容知识（TPACK）的概念框架，以突出如何在TLI计划的投资可以带来最大的回报，在南非的教育。TPACK理论提供了一个很好的框架，可用于审查所面临的挑战，信息和通信技术在南非的教育一体化。这
The integration of information communication technologies (ICTs) in education is part of the effort to ensure a better outcome in public education. Other sectors of the society have raised productivity by using technology to augment human labor. However, the teaching profession in Africa has become more labor-intensive due to lack of necessary resources. In line with the goal of raising teacher productivity, and given the shortage of qualified teachers in the system, the Teacher Laptop Initiative (TLI) policy in South Africa aims to bring innovation in the teaching profession by constantly improving the contents and pedagogical skills of teachers. Based on the technological, pedagogical and content knowledge theoretical framework, this study explores the prospects and challenges of the TLI program. As desirable as policy may be, this paper argues that a successful TLI in South African schools will go beyond providing teachers with laptop computers. The success will depend on how well the laptops are used by teachers for productive educational outcomes. The study examines the importance of Information and Communication Technologies (ICTs) in education reforms in Africa within the context of South Africa’s Teacher Laptop policy. Other sectors of the society have raised productivity by using technology to augment human labor. Contrarily, teaching in Africa has become more labor-intensive due to lack of necessary resources. The Teacher Laptop Initiative (TLI) is part of the effort to improve teaching and the overall educational system in South Africa. Helping the 350,000 teachers in South Africa to effectively integrate modern ICTs into teaching and learning processes is a major investment and a catalyst to support education reform in the country. Given that no educational system can rise above the quality of its teachers, the continuous development of teachers is crucial in South Africa, especially in an effort to reengineer the country’s social structure after many decades of a brutal apartheid system. Besides, training and updating the content and pedagogical skills of educators in South Africa is imperative for the realization of the goals of Education for All (EFA) espoused in the country. The integration of ICT has become a policy choice in educational development and reform in Africa. This emergent trajectory reinforces the belief that conventional approaches to teaching cannot cope with the high demand for education in the country. In this study, ICTs are treated as tools, which can help to accomplish the complex task of educational improvement, rather than a subject of study for its own sake. With the case study of the TLI in South Africa, the study will explore the prospects and challenges of ICTs and teacher professional development in Africa. The goal of this study is to use Technological, Pedagogical and Content Knowledge (TPACK) conceptual framework to highlight how investment in the TLI program can bring maximum returns to education in South Africa. The TPACK theory provides a good framework which can be used to examine challenges facing ICT integration in education in South Africa. This