Page 85 - Research & Innovation Report 2020

ENGINEERING, THE BUILT
ENVIRONMENT AND TECHNOLOGY

“It’s no good handing out laptops and

tablets to schools or introducing coding
from Grade 1 as the DBE has done,

when the teachers are not ICT trained

or the schools don’t have connectivity

or electricity ... ”

“Learners will be introduced to knowledge-based information The idea is that, ultimately, every school should achieve a high
through the internet and online resources, as well as accessing degree of e-readiness and every single learner in our schools
career guidance and applications for higher education. In addition, should have a device or tablet – as per the President’s statement a
computer digital literacy training could be offered to community year ago – but teaching capacity is often an issue.
members who would also be able to access information and
applications for employment. “It’s no good handing out laptops and tablets to schools or introducing
coding from Grade 1 as the DBE has done, when the teachers are not
“If the DBE and other government stakeholders take the ICT trained or the schools don’t have connectivity or electricity,” says
assessments seriously and proactively address the challenges Afikile Sikwebu a CAT (computer application technology) teacher at
highlighted in the e-readiness reports then we can begin to make Linkside High, a Quintile 4 School in Gqeberha. Sikwebu was formerly
significant progress,” Prof van Greunen concludes. a member of the CCT, where he did his master’s in IT and was part
of the team that collected data for the development of the tool.
e-Readiness Levels
Prof van Greunen adds: “Schools are expected to be able to use
“In identifying the e-readiness levels at the schools, based on ICT, but consider that it takes an average of four to five years for
international best practice we opted for a mobile solution,” says most teachers to reach a level of technological proficiency at which
Prof van Greunen. “At each school, the principal or an appointed they can use computers fluidly and effectively.”
teacher downloaded the app, which includes a range of Yes/No
questions we developed for the e-ready assessment. This can also She continues, “There are several other parameters that affect the
be done in an offline mode for areas with no or low connectivity. implementation of new technology in the school environment. For
The questions determine the ICT readiness in terms of the example, the opinions and attitudes of principals with regard to
school’s leadership culture, infrastructure, teaching and learning ICT adoption significantly influence e-readiness of their school.
competencies and digital competencies.” Two schools with the same infrastructure, same human resources
and same students can have very different results. There are
Five e-readiness levels are assessed according to each school’s concrete cases in which a mere change of the school’s principal has
ICT infrastructure, connectivity, curriculum and digital content, generated striking results in a short time. It is therefore especially
e-administration, teacher ICT readiness and teacher development important at the school level for the principal to have a vision of
and support. The levels are: what is possible through the use of ICT, and to be able to work with
others to achieve that vision.”
• Level 1 Underdeveloped ICT capacity (digitally unaware)
• Level 2 Poor ICT capacity (digital beginner) *ICT4D – Information and communications technology for
• Level 3 Moderate ICT capacity (digitally competent) development
• Level 4 High ICT capacity (digitally advanced)
• Level 5 Advanced ICT capacity (digitally mature).

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