The impact of computer literacy on community school teachers in South Africa

Erna Fourie; Elizabeth Henning

doi:10.1016/s0360-1315(96)00029-2

The impact of computer literacy on community school teachers in South Africa

Erna Fourie
, Elizabeth Henning

SARChI: Integrated Studies of Learning Language, Mathematics and Science in the Primary School

University of Johannesburg

Research output: Contribution to journal › Article › peer-review

1 Citation (Scopus)

Abstract

The research reported in this article comprises a field experiment in which a group of unlicensed teachers from community schools in an informal settlement were involved. The findings of the investigation, which was conducted with mostly qualitative data, indicate that these teachers' initial experience of computer literacy education is diagnostically important with regard to "bottom-up" construction of instructional theory and professionalization.

Original language	English
Pages (from-to)	151-156
Number of pages	6
Journal	Computers and Education
Volume	27
Issue number	3-4
DOIs	https://doi.org/10.1016/s0360-1315(96)00029-2
Publication status	Published - Dec 1996

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 11 Sustainable Cities and Communities

ASJC Scopus subject areas

General Computer Science
Education

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10.1016/s0360-1315(96)00029-2

Cite this

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AB - The research reported in this article comprises a field experiment in which a group of unlicensed teachers from community schools in an informal settlement were involved. The findings of the investigation, which was conducted with mostly qualitative data, indicate that these teachers' initial experience of computer literacy education is diagnostically important with regard to "bottom-up" construction of instructional theory and professionalization.

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DO - 10.1016/s0360-1315(96)00029-2

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ER -

The impact of computer literacy on community school teachers in South Africa

Abstract

UN SDGs

ASJC Scopus subject areas

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