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Integrating ICT into Rural South African Schools: Possible Solutions for Challenges

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dc.contributor.author Dzansi, Dennis Yao
dc.contributor.author Amedzo, Kofi
dc.date.accessioned 2018-08-03T13:00:01Z
dc.date.available 2018-08-03T13:00:01Z
dc.date.issued 2014
dc.identifier.issn 0975-1122
dc.identifier.uri http://hdl.handle.net/11462/1435
dc.description Published Article en_US
dc.description.abstract The influence of ICT in schools cannot be overemphasized as its utility is changing the way students learn, teachers teach, and support staff work. ICT adoption in South African schools has therefore gained momentum. Whilst ICT is fully integrated into many if not all schools in urban areas in South Africa, regrettably the same cannot be said about rural schools. This has created a ‘digital divide’ between rural and urban schools. Theoretically, this paper is informed by social justice theory. Methodologically, the extant literature relied upon to make the case for ICT in South Africa’s rural schools. The same approach is used to identify key challenges militating against smooth introduction of ICT into South African schools. Thereafter, suggestions for overcoming identified challenges are provided. The aim is to help bridge the apparent digital divide between rural and urban schools in South Africa. en_US
dc.format.extent 65 696 bytes, 1 file
dc.format.mimetype Application/PDF
dc.language.iso en_US en_US
dc.publisher International Journal of Educational Sciences en_US
dc.relation.ispartofseries Vol 6;No 2
dc.subject Social Justice Theory en_US
dc.subject Digital Divide en_US
dc.subject International Competitiveness en_US
dc.subject Enhanced Employability en_US
dc.subject Information Age en_US
dc.title Integrating ICT into Rural South African Schools: Possible Solutions for Challenges en_US
dc.type Article en_US

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