Introducing educational computer programmes through evaluation: A case in South African disadvantaged schools
Johnnie Muwanga-Zake, University of New England, Australia
IJEDICT Volume 3, Number 3, ISSN 1814-0556 Publisher: Open Campus, The University of the West Indies, West Indies
I report on benefits from teacher-participant evaluation and mode of introducing educational computer programmes (ECPs) in disadvantaged schools in South Africa. 26 teachers from 23 schools participated in evaluating a biology computer game designed to motivate and ease conceptual understanding. The evaluation comprised teachers training, which simultaneously provided a platform for introducing the ECP into the schools. The paper recommends that an evaluation of ECPs that includes the value system of end-users (through social dialogue); curriculum issues (learning theories in the ECP and those the education authorities recommend, as well as ECP-curriculum integration); the concepts which the ECP presents; and the compatibility of the ECP with school computers, can provide useful methods of introducing ECPs into curricula of disadvantaged schools.
Muwanga-Zake, J. (2007). Introducing educational computer programmes through evaluation: A case in South African disadvantaged schools. International Journal of Education and Development using ICT, 3(3), 30-48. Open Campus, The University of the West Indies, West Indies.