South Africa, despite being the largest economy on the African continent, is not doing so great when it comes to Education. In fact, many believe that the educational system has gone badly wrong after 1994 stating that in some respects educational standards were higher before 1994. The call for a complete overhaul is loud and clear. The textbook saga in Limpopo still haunts us. Whatever the view about the current state, statistics based upon numbers speak for themselves. This is especially true when we focus on one aspects related to educational development, namely technology. The fact that connecting a school with the Internet still makes the news already says something! For example, a school in Thembisa got one lab connected! In the Eastern Cape, one of the most impoverished provinces and one that lacks development in its school infrastructure, ICT roll out depends largely on private companies, like Vodacom, MTN and Telkom, among others.
If we consider that the Internet became publicly available in the 1980s already, and that the development of the personal computer has put it in reach of almost anyone on the planet, the question needs to be asked: "Why is there not an Internet-connected computer on every South African teacher's desk?" Also, "Why does every learner not have direct access to Internet-connected devices in each class yet?" Let's do some tracking here. When we read the White paper on e-education that was published back in 2004, it is obvious that the ANC-government of the day had great foresight! In fact, by 2004 it was general knowledge that the Digital Age was going to have a profound impact on the whole world. There is a direct correlation between being connected and the country's Gross Domestic Product (GDP - value / size of its national economy) It also did not require much thinking to realise that unless teachers were empowered to own devices and connecting them to the Internet through the school's network, great advances can be made to bring teaching and learning in line with expected international ICT standards.
The importance of ICT training for teachers cannot be ignored. In fact, UNESCO and OECD countries through their individual country reports pay particular attention to ICT integration in pre-service teacher training programs. The reality in South Africa is, however, a somber one. Even if pre-service teachers were to receive the best possible ICT training the chances of them being placed in a school where there is very little in terms of a well-developed, modern, well-supported ICT services are very big indeed.
But let us not despair. Numerous studies have unearthed the factors that need to be taken into consideration when addressing the "problem of ICT". Studies include an analysis of the role of school principals in the personal development of teachers in terms of ICT; yet others consider the attitudes, values and perceptions of teachers when it concerns their use of ICT in classrooms.
So if you are one of the born-free citizens of South Africa that was born after 1994, try and answer these questions:
What technology was available in your subject classes during your high school years?
Did you have access to modern-day technology in your high school?
Were you allowed to use the school's Internet services?
Which brings me to an important message: Take a careful look at your answers. Did you answer "no" to any of the questions above?
Perhaps you should take a look here! And now you ask yourself the following question: "Can you still afford to teach without ICT in your classroom?" Perhaps its time to send a clear message to your SA government -- vote for a political party that will deliver on its promises once it has been elected!
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