Information communication technology CT.pptx

THE GDE ICT AND e-EDUCATION STRATEGY
AND IMPLEMENTATION PROGRESS

Percentage of Gauteng Population with no educational attainment
• Education levels in
Gauteng is improving
– The level people of
Illiteracy is decreasing
– The level of people with
more than a matric
qualification is increasing
• The impact of education
interventions is being
felt across communities
3
9.9
12.3
18.1
20
0
5
10
15
20
25
Census
1995
Census
2001
Census
2011
GCRO Quality of
Life Survey 2011
9.7
8.7
3.7
2.8
0
2
4
6
8
10
12
Census
1995
Census
2001
Census
2011
GCROQuality of
Life Survey 2011
Percentage of Gauteng Population
with no educational attainment
Percentage Gauteng population with
more than a matric qualification

ANA Results 2011 to 2014 – Primary Schools
• Gauteng is the top
performing province in
the ANA Tests
• It produces the best
District performance
across the country
• We have exceeded the
primary school targets
of 60% except for
Grade 6 Mathematics
4
0
10
20
30
40
50
60
70
Literacy Numeracy
Average
%
2011 2012 2013 2014
0
10
20
30
40
50
60
70
FAL HL Mathematics
Average
%
2011 2012 2013 2014
Grade 3
Grade 6

Overall Grade 12 Pass rate: 1994 - 2014
• We are the number
One province in the
Country
• We produce almost
25% of all bachelor
passrates nationally
• 26 of the 27 learners
that got 100% in
subjects like Maths,
Science and Accounting
came from Township
schools
• There are 30 schools
that remain performing
below 60%,
5
37.0
35.2
12.4
10.0
15.0
20.0
25.0
30.0
35.0
40.0
45.0
Bachelors Diploma Higher
Certificate/NCS
2010 2011 2012 2013 2014

… and performs better than most eastern and southern African countries
SACMEQ Literacy and Mathematics Attainment
340
360
380
400
420
440
460
480
500
520
540
560
580
South Africa
Namibia
Zimbabwe
Botswana
Kenya
Gauteng
Tanzania
Mathematics
Reading
Score
SOURCE: SACMEQ III results; World Bank EdStats

As a result of these challenges, attainment, equity and achievement outcomes suffer in
Gauteng
Attainment is poor in later grades and learners are no longer
enrolling in key subjects
140
120
100
80
60
40
20
-60%
Grade
12
Grade
11
Grade
10
Grade
09
Grade
08
Grade
07
Grade
06
Grade
05
Grade
04
Grade
03
Grade
02
Grade
01
Thousands of learners
80
60
40
20
-27%
-30%
-31%
Accounting
Physical Sciences
Mathematics
Thousands of learners
Male
Female
Wealth inequality is the biggest determinant of outcomes -
township/rural schools have worst performance
Poorest Richest
100%
0%
Poorest Richest
100%
0%
0%
Poorest Richest
100%
Learned basics in reading
Learned basics in maths
Learned basics in science
SOURCE: GDE Annual Survery 2013; UNESCO WIDE database; World Bank EdStats; IMF; UNESCO; PISA, TIMSS, PIRLS
On a global scale of achievement, Gauteng has a lot of room for
improvement
550
500
400
350
PISA 2000 units
2013
2008 2010 Gauteng
Subject achievement level Quintile
Average

While Gauteng has one of the best education
outcomes nationally, the system still has
problems to address
SOURCE: GDE PSP reports; SACMEQ III reports; expert interviews
1 Typical behaviours frequently reported in Gauteng's poorest performing schools
NOT EXHAUSTIVE
Root
problems
Quality
teaching
A
Learner
engage-
ment
C
School
admin-
istration
& gover-
nance
B
Outcomes:
Achieve-
ment,
attainment
and equity
in Gauteng
suffer as a
result of
these
challenges
Observations1 Education solutions
• Teacher absenteeism
• Variability in teacher content
knowledge and pedagogical
skills– reliance on key few
• High turnover rate of good
teachers
• Invest in training and
continuous development
for teachers
• eLessons and scripts
standardise quality of
teaching
• Grade 6 teachers in
Gauteng only scored
66.3% in reading and
41.3% in maths
knowledge tests
Supporting evidence
example
• Learners not preparing for
class or exams
• High levels of absenteeism &
late-coming to school
• Lack of discipline
• Excite and interest
learners through
engaging material
• Track individual learner
progress and tailor
approach
• High dropout rates in
secondary school
• Low matric enrolment in
key subjects
• Achievements not
globally competitive
• Sub-optimal development
and implementation of
school improvement plans
• Inadequate use of data for
school management, e.g.
late-coming and absenteeism
• Limited accountability
• Use administrative tools
and record keeping for
accountability
• Enable district to
support through data
analysis and
implementation
improvement plans
• PSP reports frequently
recommend leadership
interventions
• Schools in South Africa
are the least frequently
inspected in the SACMEQ
region
D

The DBE and GDE have developed strategies
for what a good education system looks like
and how ICT will enable transformation
SOURCE: Government policy documents
Gauteng vision 2055
• Vision of how Gauteng should be in another 30 years
• Designed to deliver sound educational facilities,
supported by motivated and well-qualified staff
National
Development
Plan
• Outlines
strategy for
national
economic
growth
• Focuses on
improved
quality
teaching and
learning and
provision of
infrastructur
e and
learning
materials
Gauteng TMR (10 pillars)1
• Aligns with the goal of the
NDP
• Aims to transform GP
economy with a strong
focus on townships
DBE ICT strategy
• Espouses the importance
of children learning ICT
• Aims to improve the
quality of teaching and
learning through ICT
• Ensures credible,
accountable outcomes-
focused planning
GDE 10 pillars of
education
• Aims to
address the
most pressing
problems in
education
• Informs
strategy to
2019
GDE ICT strategy
• Aims to
deliver ICT to
every class
• Includes
connectivity,
content,
capacity,
infrastructure,
support, and
innovation
2019 ICT
Aspiration
1 Transformation, Modernisation and Re-industrialisation
CONTEXT AND VISION

Teachers
Learners
Key levers for improving quality and equity in
education include initiatives that are aimed at
teachers, learners and the establishment
• Develop teachers
– Curriculum knowledge
– Pedagogy and technique
• Help teachers teach better
– Improved lesson delivery
– Tailored learner insights
– Portfolio of additional material
• Provide access to engaging material
– Interactive and adaptive material
– Comprehensive quantity
• Provide access to teaching
– Independent learning
– Remedial lessons
• Increase social cohesion
– Bridging the socio-economic gap
between learners
• Enhance performance
management
– Learner and teacher
transparency
– Analysis and insights
• Improve administration
– Timetable scheduling
– Human Resources
– Finance
• Strengthen “Centre”
support to schools
– Identification and
prioritisation of problem
areas
– Coordinated delivery of
targeted improvement
initiatives
Improvement levers
Aspiration
Estab-
lish-
ment
Quality and
equity
A CASE FOR ICT IN SCHOOLS

The GDE points to ICT as a key part of the education transformation plan
GDE’s 10 pillars for education
transformation
ICT transformation will include these
elements in a phased approach
1. Curriculum and Assessment
Development
2. Teacher Provision and Support
3. Leadership and Management
4. Infrastructure Development and
maintenance
5. Planning, finance and resourcing
6. ICT in Education
7. Social Cohesion
8. School functionality including
community Involvement
9. Skills Development
10. Access to quality Early Child
Development (ECD)
1. Connectivity: System-wide access
2. Content: Digital teaching and
learning resources
3. Capacity: Training, support and ICT
skills development
4. Infrastructure: e-Equipped schools
and GDE offices
5. Support: Efficient technical support,
management etc.
6. Innovation: Identify & adopt
feasible & useful innovations
SOURCE: GDE Budget Speech 2014 and GDE 5-Year Plan
CONTEXT AND VISION

6 Pillars of the ICT and E-Education Strategy
• ICT and E-Education Strategy for education spells out 6 vital Pillars for
successful implementation and adoption of ICT in the teaching and
learning process. These are:
– Pillar 1 - Connectivity: all schools are to be linked to a GDE portal
– Pillar 2 - Content: digital content available through the portal for learners
and teachers
– Pillar 3 - Capacity: training of teachers to on ICT, curriculum and pedagogy
– Pillar 4 - Infrastructure: technical support and physical pre-requisites such as
power and a secure environment for ICT
– Pillar 5 - Support: IT-based services including South Africa School
Administration and Management System (SA-SAMS) at all schools
– Pillar 6 - Innovation: inter-branch management and monitoring of the study,
and an innovation group to foster implementation of best practice
• The strategy is built on these six pillars and sets out to define the
rationale behind the technology move, to explain how technology will
support educational outcomes, to describe the model of technology
integration best suited to Gauteng, and finally to detail how the GDE will
realise these changes.

Technology can transform the classroom through
different models based on certain pedagogical
choices
… that can be configured into 4 distinct tech models
Classroom models are focused around a
few principal elements…
In India, primary schools
used mobile-phone games
to help learners from rural,
low-income households
learn English
Minimal-Tech Tech-enabled
Smart School introduced
computers, software and
courseware into schools,
classrooms and the teaching
and learning processes
Complex algorithm uses data
points to determine
individual skill needs and
learning style preferences
and assigns learners to
modules accordingly
Learners spend 75% of time
in traditional classrooms and
25% in computer based
Learning Lab accessing
online exercises and lessons
Radical
Transformation
Blended
Learning
• The way teachers
interact and assign
work to learners
• How content is
presented to learners
• The layout of the
classroom and groups
• The number of diffe-
rent topics taught in
parallel in a single class
• The mixture of grades
and ages of learners
present in a single class
Teaching style
Medium of
teaching
Configuration
of classroom
Subject being
taught in class
Mix of learners
in one class-
room
Exercises
• The format in which
learners do most work

Enablers around teaching and technology will be critical…
• In order to enable Blended Learning, extensive teacher training and a comprehensive
technology solution will be rolled out in the classroom, across schools, at district level, and
at centre. The required agreements are
– Training: pre-service and ongoing training on e-literacy, multi-group management,
integrating tech into syllabus
– E-Content: instructional content, static digital resources, supplemental support and
adaptive software
– Devices: tablets with 3G and keyboards for learners and teachers; electronic
whiteboards and laptops for teachers
– Connectivity and network: Central server hosting content; HSBB access to schools;
and wireless access within schools
– Analytics: real-time diagnosis for teachers; and dashboards for principals, districts
and centre
– Infrastructure: classroom refurbishments for safety and power
– Maintenance and support: 1st line maintenance on-site, with 2nd line support at
centre
– Security: armed patrol and CCTV at schools, community officers, frame agreement
with SAPS

eContent Training
Devices Analytics
Teachers
Estab-
lish-
ment
Learn-
ers
To achieve its aspiration, GDE needs to focus on four key enablers
Improvement levers
Enablers
Aspiration
Training basics
• Pre-service training
• Basic ICT readiness
Advanced training
Professional Development
management
• Continuous learning
Content collaboration
• Sharing of lessons
• Peer-to-peer coaching
Learner evaluation
• Track achievement
• Analyse individual
weakness
Learner data aggregation
• Learner group
performance tracking
• Teacher performance
management
Devices for classroom
coordination
• Lesson delivery
• Content creation
• Classroom management
Devices for personal use
• Independent learning
• Exercises
• Assessment
eLessons
• Instructional content
• Lesson planning
• Content delivery
Assessments and exercises
• Adaptive software
• Recommendation engines
Remedial content
• Supplemental support
Blended Learning requirement
Quality and
equity

A Tech-enabled classroom is well-suited for Gauteng with Blended Learning as a
stretch aspiration
Minimal-Tech Tech-enabled Learning Radical Transformation
Blended Learning
Low-skilled teachers given
a boost
Standard high-quality
teaching, more engaging
lessons
Fully-realised self-directed
learning
Learner-paced learning,
teacher has more 1-on-1 time
Teaching style
Medium of
teaching
Configuration
of classroom
Subject being
taught in class
Mix of learners
in one
classroom
Exercises
Classroom
configuration
Teacher controls multiple
activities around class
Classes are learner-led,
teacher as coach
Teacher lectures whole class at once on a single subject
Multiple groups working
on different tasks
Super-individualised –
every learner works
independently
One group oriented around the teacher and blackboard
Diverse tasks in groups
around single subject
Every learner potentially
doing different subject
Single subject being taught at any given time
Age and grade varies as
learners work
independently
Single age group and grade present in each classroom
75% digital exercises &
lessons – mostly tablets
25-50% digital exercises & lessons, some on tablets, some
on smart boards
Paper-based lessons
only
Blackboard focused
lessons
Interactive content
provided via Smart Board
Multimedia: smart boards, tablet exercises, paper books,
collaborative projects
Recommended models

Tech-enabled Learning allows us to meet educational objectives, while Blended Learning
further enables student-paced learning
Tech-enabled Learning Blended Learning
• Prepared lessons enable
– Consistent delivery of material as per CAPS
across schools
– Time savings in lesson preparation that can
be used to address specific learning needs,
or for additional training
• Pedagogy and curriculum training enables
better lesson delivery
• Digital assessments provide transparency on
class progress
• Additional training to enhance coaching
capabilities
• Training on multi-group management,
allowing teachers to create differentiated
learning experiences based on students’
ability and learning styles
Teacher
• Access to engaging, interactive material
stimulates interest, particularly in key subjects,
e.g., pure mathematics
• Access to smart boards and tablets offers tools
for project research and additional
remediation
• More learner-paced progress with
lessons and assessments that adapt to
learner ability and learning style
• More tailored coaching from teacher
driven by input from LMS on learner
needs
Learner
• Reporting tools provide transparency on
learner and teacher attendance, use of online
lessons
• Testing allows early visibility into learner
progress, enabling early corrective action at
school or system-level
• Very detailed learner-level information
that gives insight into areas where
teaching and content can be improved
to lift results
Establishment

Blended Learning is the aspirational model
• There are 4 teaching models that use different levels of technology and
teaching techniques. These are Minimal Tech, Tech-enabled Learning,
Blended Learning and Radical Transformation
• Gauteng has specific aspirations and limitations that direct the type of
models GDE can apply.
– The aspiration entails upskilling teachers to facilitate learners
advancing at different paces, with teaching primarily using an
interactive board
– The limitations are driven by budget constraints that prevent
completely reconfiguring classrooms, and that the model be
focused on improving outcomes based on the existing CAPS
curriculum
• In light of this, the Tech-enabled model fits GDE’s aspiration, with
Blended Learning being the aspirational model. By 2019, many schools
will only reach Tech-enabled Learning, based on their ability to meet
prerequisites
• A full transformation will require significant changes to teacher
training, school infrastructure and the use of educational devices

BLENDED LEARNING AS A SOLUTION
• The vision will be realised through a two-step process:
– first, starting with a Tech-Enabled Learning model, and eventually
leading to a Blended Learning classroom model. The use of
technology is fundamental as it is the most effective way to ensure
that training is delivered; that lessons are standardised to allow for
effective and rapid delivery; that there is consistency across all
schools; and that the GDE is able to measure progress through
immediate access to teacher and learner test scores and usage
statistics.
• One technology-based education model, Tech-Enabled Learning,
is based on systematic use of smart boards and digital exercises
and lessons.
– Teachers continue to lead the learning, but use a smart board to
deliver static and dynamic content. Learners use tablets to complete
exercises, research and on-the-spot assignments that show the
teacher how well they understand the content. This model will be
rolled out to the majority of schools by 2019.

BLENDED LEARNING AS A SOLUTION
• The benefits of Tech-Enabled Learning are numerous and meet the
GDE’s objectives of delivering quality, equitable education. Teachers will
engage in training to improve curriculum knowledge and pedagogy.
– Additionally, they will leverage standardised lessons that ensure they have
material to meet CAPS objectives and free up lesson preparation time that
can be used for addressing specific learner needs. Learners will have access
to engaging material through interactive and multimedia content. These
features will support GDE in consistently delivering quality, equitable
education across schools.
• The GDE’s long term aspiration is to create a Blended Learning
classroom. This model builds on Tech-Enabled Learning by employing
more multimedia in lesson delivery and creating a more learner-paced
educational environment where the teacher manages multiple groups of
learners working on different tasks.
• Given the scale of transformation required, particularly with respect to
teacher capability-building and the starting position of many schools
(poor-to-fair), the majority of Gauteng’s schools will likely complete the
first step only – Tech-Enabled learning – by 2019.

Tech-enabled learning fits GDE’s goals but a small number of schools can aim for Blended
Learning by 2019
M
Poor-to-fair schools Good-to-great schools
Blended Learning
Education Achievement
Tech
sophi-
stication
Current mid-
performing
Gauteng
schools
Current low-
performing
Gauteng
schools
Tech-enabled learning
Fair-to-good schools
e-Learning
IT capable teachers
Robust IT-ready
infrastructure
Basic infrastructure
Connectivity
(broadband)
Adaptive content
Teacher as coach
For example
• Sunward Park
• Bryanston Primary
First, improve
the basics
of worst schools
Then, boost schools
with technology
Advanced schools hit
ideal
90-95%
5-10%
Target proportion of schools by 2019
X%

There are three rollout solutions each with additional equipment and support…
Smart
board
eBooks
Lesson
content
Tablets
Support &
Security
teams
Training
Class infra-
structure
eLessons developed for core curriculum with engaging and interactive
material
Adaptive content and an extended
number of subject covered
Core subject textbooks in digital
format
No tablets used
Dedicated tablet for every primary
learner
All classrooms fitted with eBeam, projector and laptop to enable
interactive lessons
Promethean boards or LEDs
instead of e-Beam
Teachers trained on curriculum knowledge, teaching skills, basic ICT
literacy and eLesson delivery
Advanced classroom management
and coaching training
Power points, speakers, secure
door and gate, burglar bars,
strong room
Insulation, painting, furniture,
anti-static floors, blinds
1:3 technicians to schools, shared
call centre and armed response
Dedicated school security and one to three technicians dedicated to each
school
Dedicated tablet for every
secondary learner
More charging tables for
personal devices
3rd party library of books provided
Lean solution Core solution Fringe solution
R8-9bn R39-48bn
R17-19bn
IMPLEMENTATION PLAN AND COST

…that enable different educational outcomes
Fringe solution
Core solution
Lean solution
Teacher • Classrooms flexibility
improved with modern
furniture
• Further teacher training
• Teachers retrained, including
ICT skills and eLesson delivery
• Improvement in teaching
quality
• Standardised lessons across
schools and classrooms help
teachers teach better
• Teachers retrained, including
ICT skills and eLesson delivery
Learner • Blended-learning enabled:
– More independent
learning
– Teacher has more direct
1-on-1 time
• Tablets can be used after
school for homework and
research
• Classrooms become more
comfortable learning
environments
• Independent learning for
secondary learners enabled
• Engaging material presented
Establish-
ment
• Faster technical support
response
• 24hr dedicated security in
school provides high degree
of protection to equipment
• All classrooms ready for
delivery of eLessons
• Textbooks in secondary
school replaced by tablets
• Data reports help principals
and teachers identify and
resolve issues
• Lower maintenance required
• Lower levels of device
replacement
The fringe
solution, at
double the
cost, adds
little-to-no
educational
value and is
considered
out of scope
R8-9bn R39-48bn
R17-19bn

Develop “stage gates” to ensure implementation is directed to schools only when they are
ready
Blended Learning
Tech-enabled
Learning
• School has functional
administration
• Use of SA-SAMs modules 1, 2, 3
and 9 with regular reporting
• Teachers ICT-literate and
trained in eLearning skills
• School governing body in place
and taking responsibility
• Basic classroom readiness in
place – i.e., power points and
security
Things that
should be in
place before
rollout
• Successful rollout of pre-
requisites, including
– E-content
– Connectivity
– Devices
– Secure environment
– Infrastructure
– Maintenance and support
• Additional training of teachers
to deliver Blended Learning
classes
No moves can be made in any schools until the changes and
process have been agreed with teacher unions
!
2

Key Implementation Imperatives
• All 59,000 teachers at GDE schools will be highly skilled and deeply
knowledgeable in their subjects.
• They will teach lessons at all of Gauteng’s 2,056 schools with digitally
interactive content presented via electronic resources such as smart
boards and personal devices.
• Teachers will be able to facilitate learning at different paces in line with
the CAPS requirements for each grade and subject.
• Additionally, learners will use engaging, adaptive exercises and undergo
digital assessments that will enable teachers to offer immediate help.
• Finally, a ‘paperless’ office will replace cumbersome administration
processes, and digital tools will capture and process information.
• However, technology should not be seen as a silver bullet that will
resolve all of Gauteng’s education challenges! School administration
needs to work and teachers need to have the required curriculum and
teaching knowledge.
• Technology is a catalyst to help teachers deliver more engaging classes
and become more efficient at preparing lessons and assessing learners

Operationalising the Plan – Key Assumptions
• Pilot and adopt suitable configuration in
technology.
– Devices for the no-fee paying schools in the
initial phases.
– Adopt the Bring Your Own Device (BOD) for
quintile 4 & 5.
• Provide content platform & content
• Emphasis on training and onsite support
• Connectivity shall be provided by GBN
supported by other government institutions.

Key Implementation Imperatives
• The GDE has already launched multiple projects to
introduce technology to schools.
• These projects will be consolidated into the strategy,
along with the lessons learned.
• They include: e-Education; School Administration and
Management System (SA-SAMS); an e-Learning
Solution Project; communications and ICT roll-out;
Teacher Training Programme; Data-driven Decision-
making Pilot; Satellite Broadcast Project;
Communications Project; Teacher Centres; and
school-based ICT projects.
• This effort will scale-up many of these existing ICT
initiatives while creating line-of-sight to educational
outcomes.

Phase One Implementation
• As part of implementation, the department piloted the ICT in Education: Schools
for the Future project in a small number of schools. These schools are, namely,
Boitumelong High School, Phomolong High School, Ponelopele Oracle High
School, Sunward park High School, Tandi Eleanor Sibeko High School,
Tlamatlama Primary School and Tshepisa Primary School.
• The seven selected schools (5 plus 2) received a full technological and structural
transformation which include complete overhaul of classrooms in order to
create a paperless classroom and support tech-based teaching, including
installation of smart boards (in the form of LED TVs) in every classroom, delivery
of tablets to every secondary school learner, teacher training and other enablers
required to deliver on tech-based learning (e.g. security, network connectivity).
• The department opted for the small scale approach starting with piloting in 5+2
schools so that lessons learnt and corrective measures could be integrated
during the next implementation phase to avoid similar mistakes without
incurring huge financial cost.
• The department has put mechanisms to monitor the impact currently being
made to schools through the implementation of this project. This includes
Marks Schedule Analysis and utilisation of quantitative and qualitative methods
to collect data from schools in order to determine learner performance and
culture of teaching and learning improvement.

Operationalising the Plan – 5+2
• Launch was in January 2015
• Covered over 7000 Learners
• The configuration included:
Connectivity
Devices (Leaner Tablets, Teacher Laptops, Smart
Boards and School Servers)
Provision of Content
Security and Device Management Solution
Professional Development
Maintenance & Support

Phase 1: Summary of school data benefitted
• Teaching laptops delivered – 241
• Learners tablets delivered - 5 589
• E-Books downloaded to all laptops and
tablets
• 200 classroom refurblished
• 7 schools connected to broadband by the
Degov – reduncies by provided by Telkom
and Sentech
• All tablets where provided with connectivity
using an APN

Project Related Lessons Learnt and Challenges from Phase One
• During the implementation process, various governance structures were
established including the Steering Committees at Provincial, District and
School levels to ensure that the project is implemented successfully.
This has assisted greatly with regard to flow of information especially in
case where intervention was required urgently.
• Committed and visible leadership in providing direction is essential.
During the execution of the project, weekly Monday morning meetings
chaired by the MEC for Gauteng Education were held to ensure that the
project receives the priority it deserves and it is also executed with the
defined timeframes without escalation of costs.
• During implementation, it is also important not to ignore human
elements as part of change management. Therefore consistency
assurance by the executive has assisted in allaying fear and had enabled
teachers to who have fear of technology to embrace the project. The
involvement of principals from different schools as part of the Task Team
helped to ensure that they are empowered on all matters related to the
project and has allow principals to communicate from an informed
position.

• It is essential to adopt project management principles in executing the project of
this magnitude. A tight deadline to deliver the project enabled the project to be
delivered within a short period of time.
• It is critical to have dedicated project management team to deal with day to day
logistics related to the project.to ensure that the project become a success,
various work streams headed by project leaders under the guidance of senior
project manager played a significant role to ensure successful roll-out of the
Phase One.
• Learners were given tablets without E-Content being uploaded and it was
anticipated the E-Content will be downloaded at school only to discover that the
downloading of e-pubs requires sufficient bandwidth. Therefore, tablets are
now preloaded with E-Content to minimize disruption of teaching and learning
in schools.
• Access to the internet is limited to school environment only and sometime
connectivity is on and off. Further, there was no provision made for learners to
access internet through 3Gs at home which limit learning outside the school
environment and alternative solution is being explored during Phase Two.
• The timing to implement the project is essential to minimise disruption of
normal teaching and learning in schools is critical. The technological and
structural changes were done mostly during school holidays.

• It emerged during the implementation process, that district
officials who are supposed to provide support to schools were
excluded from training and development during Phase One. In
addition, the Teacher Training Centres to be used as training
facilities for teachers were not improved. Hence, during the next
phase of implementation, these gaps were addressed.
• During Phase One implementation, several gadgets distributed to
schools were stolen which requires improvement in security to
safeguard these equipment. As result, security is being beefed up
and tracking devices are being installed to each gadgets issued to
learners.
• Breakages of tablets screen were experienced as learners were
given tables without covers. Some of breakages were attributed
to poor quality products that were procured and therefore, going
forward, these issues are been addressed.
• During the launch of the project in January, not all schools were
ready. The readiness assessment before launch is being integrated
as part quality assurance on the state of readiness.

• There was inadequate support to teachers when they struggled to
operate the technological equipment at their disposal. The department
as ensured that there is enough support available to assist teachers in
case they experienced technical glitches.
• The Phased Approach starting with piloting in small scale schools has
allowed the department to draw lessons which is currently being
integrated during the Phase Two implementation.
• Despite the highlighted challenges and lessons learnt, with regard to the
vision of modernising all schools by the end of 2019, through the
adopted phased approach in executing the ICT in Education, it can be
deduced that the department is on the right track to achieve this vision .
This can be substantiated that the department has succeeded within the
short period of time since the project was launched on 14 January 2015
to deliver on the following:
– Refurbished a number of classrooms in the priority schools to be in sync with Schools
of the Future.
– Capacitate and trained educators to enhance their content and pedagogical
knowledge
– Empower learners with computer skills.
– Install state of arts technology in 5+2 Schools of the Future in order to enhance the
quality of teaching and learning in the classroom.

Education Related Lessons Learnt and Challenges from Phase One
• The Grade 12 learners interviewed say that they have improved a lot in their
school work and their marks because they have information right on their
fingertips. They download notes and information to finish their school projects.
The teachers also download lessons from the different smart teachers websites
and their content knowledge has improved
• The schools reported that attendance of learners has improved where it was a
problem before the introduction of the Smart Schools Project. In some cases the
schools report a 100% attendance for the whole week.
– Research has proven that at constant attendance of lessons by teachers and
learners; and time on task improves performance. If learners and teachers are
always at school, with the teachers enjoying teaching and the learners enjoying
learning, then performance should definitely go up.
– The other notable factor is that the other learners who had dropped out of
school, heard about the supply of tablets and they have come back to enrol
again. There is pressure of number of learners who want to be admitted in
Schools for the Future. This project has a potential to remove the children of
school going age from the streets back into schools.
• Computer literacy of the teachers has improved. Teachers are empowered and
can be benchmarked with the best in the world when coming to ICT. The best
education systems in the world also have very good computer literate teachers.
Computer literate teachers have a potentiality of improved teaching as they can
check online what their counterparts are busy doing somewhere else in the
world.

• Learners benefited a lot with the availability of the gadgets. When they write assignments, they
type and the spellcheck on the computer alerts and corrects their spellings. This factor alone
assists them to learn correct spelling while increasing their vocabulary. If they read an essay
online and do not understand a word, they just use the online dictionary to check the meaning
and increase their vocabulary in the process when they get the synonyms and antonyms of the
word. It is easy for the learners if they want to revise work already done.
• Learners have access to information even if they were not there, they can now know the lessons
the teachers were busy with the previous day; unlike during the time when the teachers used
the chalk board to write notes and when they wiped off the notes they were gone for good.
Learners are able to work on their own to revise using the notes online. They also use the
planned lessons to embark on activities and learn on their own. This factor increases a sense of
responsibility on the side of the learners.
• There is a culture of innovative and intensive teacher self-training that is emerging. They
download content from Mind set and develop their own PowerPoint presentations using
Mindset content. All schools reported that they use peer assistance; they train teachers and also
log on to www.smartteachers to familiarise learners with smart information. All schools reported
that they train teachers every week, using a fixed timetable outside teaching and learning time.
• The educators arrive early at schools to prepare the lessons and therefore late coming is a thing
of the past. They also leave later in the afternoon and this has a potentiality of them finishing
their syllabus in time and also having enough time for revision. The study methods of the
learners have also improved because they are able to access learning materials; old question
papers and memoranda which are available online

• The learners read eBooks/e-novels on the tablets therefore the love of reading
has been noticed. It was reported that learners are always on their tablets,
either for music, for reading, for writing or downloading information for
research purposes. Generally the learners are very excited. They spend most of
their time at school and leave late, because there is no connectivity at home. As
the educators also leave late, this factor prolongs the schools day of learning.
Teachers reported that homework writing by the learners has improved
• Teachers use the social media to teach the learners even if they are at home via
WhatsApp, Facebook, and also by email. The teachers communicate often with
other teachers from other schools sharing how the lessons went. This makes
collaborative teaching possible, which was not in the past without ICT. Teachers
communication with colleagues and learners was also made easy.
• Some learners reported that their teachers mark for them online and they are
able to receive feedback quickly and timeously. This online assessment has
become quicker and thorough
• Principals also reported that management has also become easier as
communication and record keeping has improved school administration.
Software sent to schools for scheduling, for recording and analysing marks and
report writing was made easy. Learners’ marks can be accessed with a click of a
mouse and the reports can be printed within seconds.

Phase Two Implementation 2015/16 financial year
• The GDE has already launched ICT in Education project and is expanding
the rollout to other schools as part of Phase Two during 2015/16
financial year. About 375 best performing Secondary Schools with matric
classes have been identified to benefits from Phase Two
implementation. Each school will receive two LED screens and Grade 12
learners and teachers will receive tablets and laptops. The refurbishing
of classes in the 375 schools has commenced and the launched will be
launched during the second quarter of the 2015/16 financial on 21 July
2015. It is anticipated that renovation of these schools will be
completed by the end of August 2015. Currently all matric teachers in
the identified schools are receiving training.
• In addition, 22 schools were identified using the following criteria:
– Six schools came from the category of 100% Pass Rate in Township schools;
– Three were selected from the Special Intervention Schools;
– Five schools included the ones approved in the “Twinning” programme; and
– The last category of schools was selected from the former disadvantages
areas.
• The 22 identified schools above will be launched during the last quarter
of the 2015/16 financial year when the schools reopen for the 2016
academic year.

Operationalising the Plan – Grade 12
• Launch was in July 2015
• Covered over 64 000 Leaners
• 377 Schools
• 1861 Classrooms
• Over 7000 Educators
• No schools connected to broadband due to
footprint and budget contraints
• All tablets where provided with connectivity
using an APN

Phase 2: Summary of Data on Schools benefitted
• Number of schools – 377
• Number of classrooms- 1861
• Total number of ACT schools – 29
• Total number of ACT classrooms – 92
• Total number of learners benefiting – 64 129
• Number of interactive Boards installed- 1682
• Teaching laptops delivered – 1800
• Subject Advisors Laptops provided – 990

Phase Two successes
• The successes of the project during Phase Two that
are worth noting include amongst others the
following:
– Functional School and District-based ICT Committees.
– Peer–to–peer coaching taking place in some surveyed
schools.
– Successful implementation of ICT integrated matric
revision programme.
– Skills transfer to district officials in training and material
development in ICT.
– Change of learner and teacher behaviour.
– Easy access to e-Content.
– Revamped and renovated schools to keep up with the
technological revolution.

Phase Two challenges
• The following challenges were identifiedduring the 2nd Phase of
implementation:
– Teachers in classrooms are only using basic functionalities of smart boards
and they lose the opportunity to integrate a vast number of applications
and content available to them from the smart boards.
– Resistance to change by teachers and leaders.
– Fear and intimidation from limited knowledge and use of technology; which
then affects teacher confidence.
– Gaps identified in teachers and parents training needs – e.g. Training not
structured according to the basic computer skills level of the beneficiaries
(teachers and parents).
– The pace of teacher training was done quickly and too fast.
– The lack of a credible data base system to record damaged, lost and stolen
devices in the 377 schools.
– Lack of accountability by parents regarding tablets at the disposal of their
children.
– Learners use their tablets for non-educational activities such as playing
games, music, taking photos, WhatsApp, Facebook and social media in
general; while they watch none educational videos during the lesson.

Lessons learnt from Phase 2
• Some of the lessons learned from Phase Two
implementation were the following:
– Although lessons learnt were drawn during the pilot
phase, they were not adequate to assist with the roll out
to the 377 schools. There was not enough time to learn
between the implementation of the two projects.
– Retrieval, theft and breakages of the tablets remain a
challenge which requires policy review.
– Require tight project management schedule.
– Poor capacity and quality of service providers.
– Poor management of interdependencies.
– Gaps on budget allocation and expenditure monitoring.
– Inaccuracies of the Roster system allocation of service
providers.

Phase Three Implementation 2016/17 to 2018/19 financial year
• The department intends to expand the project
to cover grade 11 in 2016/17, grade 10, grade 9
2017/17 and finalise with grade 8 in 2018/19
financial year.
• A targeted approach to cover a selected number
of primary schools would be adopted to cover
certain number of schools especially at senior
grades as the roll-out to classes in lower grades
will yield minimal results.
• It is anticipated that all schools would have been
completed by the end of 2018/19 financial year.

ROLE OF OTHER DEPARTMENTS/BODIES
• The effort to date has been a multi-stakeholder effort spearheaded by
GDE to develop this strategy. A number of the stakeholders listed here
have also been involved in the launch of the 6 schools of the future
launched on 14th January 2015. These are as follows:
– Gauteng Department of Finance (GDF)
– Gauteng Department of Infrastructure Development (GDID)
– National Department of Basic Education (DBE)
– National Department of Telecommunications and Postal Services
– Universal Service and Access Agency of South Africa (USAASA)
– South African State Information Technology Agency (SITA)
– Telecommunication services providers including Telkom and major
operators
– Numerous private sector organisations (both SME and corporates)
– GDE agencies such as Sci-bono; Matthew Goniwe School of Leadership and
Governance; GCRA
– municipalities
– Sector Trade Unions

Key Challenges
• Management and Security of solution
– Theft of devices
• Teacher laptops
• Learner tablets
• LED boards
– Damages in the course of utilisation
• Connectivity challenges
– Not dedicated broadband
– GBN being rolled out progressively
– Use of APN - costly
• Change management issues
– Support at school level
– Adequate and relevant training
– Securing relevant content on languages
– Buy-in from all stakeholders
– Utilisation of devices for the right purpose
• Budget constraints
– Budgets not growing – need for dedicated funding
– Replenishment and replacement – cost

Recommendations
• It is recommended that:
– National and Provincial treasuries understand the
importance of the intervention and secure dedicated
funding for the roll-out
– The connectivity issues be resolved with all the key role
players
– The development of content to support the national
curriculum be prioritised nationally and this goes beyond
textbooks
– We secure teachers union support for intensive teacher
training that may be in excess of the agreed number of
hours
– The SAPS prioritise the reported cases of theft of devices
and create a culture of community ownership

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