1. Creating Technology to advance E-Learning in South African schools
Ms KL Thaba-Nkadimene &
Dr DV Thobejane

2. OUTLINE Introduction and background to the study Problem statement
Research questions
Theoretical framework
Methodology
Findings
Conclusion and recommendations

3. Introduction and background to the study
Research indicates that technology impacts positively towards quality teaching, learning and assessment.
Shah (2013: 613) identifies four ways in which technology can be used in teaching, learning and assessment,
as part of curriculum;
delivery of teaching contents,
aid to instructions and
as a tool to enrich learning experience.

4. Introduction…cont…. Technology offers
good foundations towards curriculum design and development.
platform to access and use materials from other institution, education systems and local and international states.
tools for delivery of teaching contents
For example: SA-SAMS -administration, management and governance of school
Digital devices- computer assisted equipment, internet, satellite, cable data transmission, laptops, tablets and smart phones.

5. Introduction….cont…. Who are the 21st Century learners?
Digital generation that experiment with technology for studying, playing games seeking information and communication. (Punamaki et al. 2006: 2)
Schools as learning organisations-responsive organisations (Drake 2000: 13) to respond to needs of its clientele, and provide according to clientele’s requirements and specifications.

6. Problem statement
The problem this study aimed at investigating is non-availability of technology-facilities and services; and
A lack of support system to advance e-Education policy in urban and rural South Africa schools

7. Research Questions
What are the challenges encountered by schools in creating e-environment as required by e-Education policy for effective teaching, learning and assessment?
Are teachers ready to use technology and create technology to advance e-learning in South African schools?
How are teachers supported, in promoting technology to advance e-learning in South African schools?

8. Theoretical Framework
Systems thinking theory (STT) was used to understand complex phenomenon by studying its parts in relation to the whole (Hammond 2005, Shaked and Schechter 2016).
Four principles of STT
interrelated thinking,
dynamic thinking,
thinking in models and
systemic action
STT should be understood through an instructional engineering approach and design-based research to promote flipped classrooms and virtual learning environments.

9. Methodology Design- Qualitative case study design
Population and sampling- four primary schools in Limpopo Province were purposively sampled. Based of school size and type.
Instruments-interviews and document study
Data analysis-content analysis and narratives
Triangulation- The use of three triangulation methods, namely, respondent; method; and data were used to check if instrument and data validity were achieved. In this study, triangulation was not aimed merely at validation but at deepening and widening the researchers’ understanding of the research problem (Olsen 2004: 1, Yeasmin and Rahman 2012: 2219).

10. FINDINGS: Challenges encountered by schools in implementing e-education policy
Schools were found to lack adequate number of computers or lab tops to facilitate teaching, learning and assessment.
In school A, 45 computers were found, with only 12 in good working conditions. Principal of school A highlights that:
‘The computers are no longer functioning well and the programmes that were installed takes time to open. When we call technicians to come and fix, they indicate that they are running short of space and that they are outdated and the parts are difficult to procure in ICT market. Two of technicians whom we hired, recommended that the school should buy new technology. The school has no budget, DBE does not supply and private sector makes empty promises.
Internet accessibility and connectivity is a problem to schools with few computers available for use by teachers and learners because of lack of data bundles and unavailable Wi-Fi facilities in schools.

11. Teachers readiness in creating e-learning and assessment materials in schools
The South African school principals, school management teams and teachers are reluctant in using technology for optimal levels for personal and for school benefits.
Four School principals fail to use ICT and encouraged other school management teams, teachers and learners to use it for curriculum implementation.
ICT should be used to enhance classroom teaching, learning and assessment; to assist in giving and submitting assignments and projects, to promote teachers and learners interaction through chatting and communicating via the internet; to serve as a motivator for both the teachers and learners; and it to enhance their creativity, efficiency and make them productive.

12. Creating e-learning schools’ support system
DBE should enforce the integration of ICT in the teaching-learning process, and improve on the capacity building of the teachers in the integration of ICT in teaching-learning process to move away from the traditional modes of delivery.
Principal of school C highlights: ‘I have enrolled part time to study computer literacy, however, I feel that my knowledge and skills in teaching computers, using computers to develop e-learning materials and learners teaching games is a difficult activity I cannot carry out without assistance from people who specialised in IT and e-learning material developers’.

13. Promotion of student engagement within the premise of learner-centred pedagogy
Outcome based education that is premised upon learner centred pedagogy that promotes learner engagement and relegated teachers to a duty of being facilitators of learning process.
Benefits of learner engagement:
promoting in students a strong feeling of belonging to learning community,
active classroom participation
fostering cooperation among students,
Motivating learners
Improving student self-esteem, improving gender identity formation; encouraging moral and ethical development; and enhances student perseverance

14. CONCLUSION
A philosophy of DBE to acquire sufficient level of literacy, numeracy, manipulative, communicative and life-long skills and life-long learning can be promoted by being responsive to educational needs and demands of the 21st Century.
South African schooling system cannot afford to remain in traditional classroom environment and using traditional approaches, due to lack of technology; lack of teachers’ expertise; and lack of support by ICT staff and e-learning material developers.

15. Recommendation
A policy such as e-Education, requires budget allocation, skill and support system to be realised.
SA government should mitigate the digital divide by providing:
technological resources such as computers, laptops and smart phones; and
free Wi-Fi access by teachers and learners for teaching, learning and assessment purposes.

16. THANK YOU