From digital divide to digital opportunities? A critical perspective on the digital divide in South African schools
Year: 2015
Type: dissertation
Abstract: EFAEducation for All how the participating learners are using ICT within and between learner groups in and across these four schools.This introduction (Part I) to the papers (Part II) is presented as follows: it places the study within the tradition of Comparative and International Education (CIE); it introduces the research questions and aims; and it presents a brief overview of the research context.After the contextual discussion, a chapter on the concept digital divide will follow.Chapter 3 will introduce key concepts as well as the theoretical approach and the underlying paradigm of the study while Chapter 4 explains the design and other methodological issues such as the sample, validity, and data analysis.Furthermore, it will point out issues in need for further research and the limitations of this study.Finally, Chapter 5 provides a short summary and discussion of the main content and findings of the papers.It connects the papers to the concept of change and explores the contribution of this study to the research field.Fantognan (2005) states that, considering online activities, African languages appear more as a topic of study.That implies that they are referred to, used in documentation, described, used as samples, and referenced in texts and courses rather than being used as a direct means of communication online, let alone written in an African language or by Africans themselves.Corresponding to Fantognan's understanding, Wasserman (2002) argues that before the Internet can vitalize language and promote multilingualism or multiculturalism, access inequalities need to be overcome.In order to create something new, rather than reinforcing existing divides, inequalities need to be addressed.Many argue that in South Africa, the digital divide is directly related to inequalities in access, which are linked to the colonial and apartheid legacy (Zegeye & Harris, 2002).Such inequalities further shape educational opportunities and access to education in general in South Africa (Abdi, 2001; Crouch, 1996).Yet Fataar (1998) points out that there has been an increase in school attendance and that there is better educational access for all learner groups in the new South Africa.However, the quality of education and the situation in schools with regard to equipment, educational level of staff and vision varies greatly in South Africa (Abdi, 2001; Fataar, 1998).27 This will be elaborated on in Chapter 3.2 %$),)*"!.!$ ) !!)" !+! '%# !!)" !+! )% !!)" %&&%')*$!)!( '%# !!)" !+! )% !!)" %&&%')*$!)!( '%# !!)" !+! )% !!)" %&&%')*$!)!( '%# !!)" !+! )% !!)" %&&%')*$!)!( '%# !!)" !+! )% !!)" %&&%')*$!)!( '%# !!)" !+! )% !!)" %&&%')*$!)!( '%# !!)" !+! )% !!)" %&&%')*$!)!( Burger, D. (Ed.).(2005).South Africa yearbook
Source: Opin vísindi (Opin vísindi)
Author: Gréta Björk Guðmundsdóttir
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
Funder: Universitetet i Oslo
OpenAlex ID: W1543540946