Policy lessons from assessing computer-use in secondary schools in a provincial capital, Polokwane

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dc.contributor.authorGhoord, Ebrahim
dc.date.accessioned2014-02-21T09:14:05Z
dc.date.available2014-02-21T09:14:05Z
dc.date.issued2014-02-21
dc.descriptionThesis (M.M. (ICT Policy and Regulation))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Graduate School of Public and Development Management, 2013.en_ZA
dc.description.abstractThis study examined different elements within the classroom, school and environment in order to establish their influence on technology implementation in schools. A review of the literature suggests that the integration of computers in schools is influenced by a number of separate but inter-related factors. If technology implementations in schools are to achieve the desired objectives as outlined in the e- Education White Paper, it is important that such efforts are cognizant of the unique characteristics of each school setting. Eight schools in Polokwane (Limpopo, South Africa) were chosen for this study, which was intended to evaluate current technology integration efforts against existing policy; and to see what policy lessons may be drawn from this.en_ZA
dc.identifier.urihttp://hdl.handle.net10539/13916
dc.language.isoenen_ZA
dc.subjectComputersen_ZA
dc.subjectTechnology useen_ZA
dc.subjectSecondary schoolsen_ZA
dc.subjectSouth Africaen_ZA
dc.subjectGovernment policyen_ZA
dc.titlePolicy lessons from assessing computer-use in secondary schools in a provincial capital, Polokwaneen_ZA
dc.typeThesisen_ZA
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