CAPÍTULO 2: ESTADO DEL ARTE
2.1 Proceso de bruñido con bola
Since the process of ICT integration has a cascading effect from National level to school level, there is much scope to investigate levels beyond the school as to the challenges faced by the department of education (DoE) in the implementation of ICT integration as well as what the structures are in place for implementation in schools. The area for further study should, therefore, focus on the: DoE intervention in influencing the pedagogical integration of ICT in South African schools (How does the DoE ensure that ICT integration is
implemented in schools?) The reason for the suggestion of this study being that it is evident from the PanAfICT (2008) and from this particular research that South African public schools are not advancing ICT integration to levels that are in line with what the ICT in education policy advocates. In view of this, what is the DoE doing to ensure that ICT
integration goals are achieved in terms of their plan or strategy? What constraining factors at National level challenges ICT integration at school level? Is there a system of monitoring progress at schools? This study will bring added light on the issue of evaluating progress in the ICT integration in schools as a starting point in addressing constraints and in developing strategies that will help schools move forward to achieve higher levels of ICT integration as stated in the ICT in education policy.
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