Table 2: Questionnaires returns from Staff and Learners
Schools
|
Staff
|
Learners
|
Dlamvuzo
|
0
|
27
|
Dlangezwa
|
3
|
32
|
Dover
|
1
|
12
|
Empangeni
|
5
|
33
|
Hlamvana
|
5
|
26
|
Khula
|
3
|
16
|
Matamzana
|
2
|
31
|
Mdlamfe
|
6
|
30
|
Ongoye
|
0
|
19
|
Richards Bay Hoer
|
6
|
26
|
Richards Bay Secondary
|
2
|
39
|
St. Catherines
|
6
|
19
|
Thanduyise
|
0
|
21
|
Tholokuhle
|
4
|
16
|
Tisand
|
0
|
19
|
Total
|
43
|
366
|
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Results and discussions
The results and discussions are represented under items 5.1 to 5.6 and illustrated in tables 3 to 9.
5.1. Availability and accessibility of ICTs in the schools
For utilization, ICTs need to be both available and accessible. It was assumed that both the private schools and Model C schools (these were largely urban schools for whites only during apartheid) would do well in both divisions, but this wasn’t always the case. Since some of these schools had no access to ICTs even computers are not part of the syllabus e.g. Dover, Richards Bay Secondary. It was found that within the same school, there were groups that indicated that a specific ICT was available, and others who were not aware of the same facility. It is assumed that because any learner from any grade could have been a respondent, those in higher grades were more likely to be in the group exposed to ICTs like computers and the Internet as part of their curriculum. Of interest was the fact that with the exception of Tisand, none of the schools provided open access to computers. This indicates that computers are mostly used to support computer-based subjects as opposed to other subjects taught at the schools. The fact that many of the computer-based programmes/utilities are deemed accessible but the computers are not, is presumably because these are mostly used during class periods when students are given computer access for teaching purposes. Access during breaks or after school is therefore not practiced at most of the schools. Table three illustrates the results.
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