The integration and use of schoolbased computers in developing countres

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Introduction

This study investigates influences on the implementation of a computerintegrated education project, with a view to ensuring the sustainability thereof. Furthermore, the study considers influences that originate within the project, as well as influences that originate in the larger system in which the project is embedded. An understanding of the way in which all these influences are interrelated might suggest ways in which the sustainability of similar projects could be addressed during the implementation phase.

Background

Numerous studies document factors influencing the successful modelling and support of computer integrated education initiatives at school level (Mooij & Smeets, 2001; Baylor and Ritchie, 2002; McMullan, 2002; Shuldman, 2004; Bebell, Russel and O’ Dwyer, 2004; and Plomp and Pelgrum, 2005). In the first place, the emphasis in each of these studies is placed firmly on the pure implementation of computerrelated technology rather than on implementation of such technology with a view to ensuring the sustainability of the initiative. In this sense, the studies represent an account of static situations rather than dynamic processes.

Problem statement

Given the situation sketched in participant narratives with relation to the continued use of computerintegrated education at schools involved in the CALIS Project, a number of questions arise:
· why did computerintegrated education die out at some schools ?
· why are most of the schools at which it died out situated in smaller rural towns ?
· what influences or circumstances enabled some schools to continue offering computer integrated education in their classes long after official government support of the Project had been withdraw?

Purpose of the study

The purpose of this study is to arrive at a description of the way in which various interrelated influences affected the implementation of the CALIS Project, with a view to ensuring the sustainability thereof. This description is then to be followed by an indication of important influences on sustainability to be borne in mind during the planning and implementation of similar projects, situated in similar dynamic, complex educational environments.

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Chapter 1: Introduction and orientation
1.1 Introduction
1.2 Background
1.3 Problem statement
1.4 Research questions
1.5 Purpose of the study
1.6 Objectives
1.7 The scope and context of the study
1.8 Exclusions from the study
1.9 Limitations of the study
1.10 Significance and potential contribution of the study
1.11 Research method
1.12 Research design
1.12.1 Population and sampling
1.12.2 Data collection
1.12.3 Data analysis
1.12.4 Authenticity and trustworthiness
1.12.5 Crystallisation
1.13 Literature control
1.14 Ethical considerations
1.14.1 Informed consent
1.14.2 Anonymity or recognition
1.14.3 Withdrawal from the project
1.15 Role of the researcher
1.16 Outline of the study
1.17 Summary
Chapter 2: Literature review and conceptual framework
2.1 Introduction
2.2 The search for sources
2.3 Current and recently completed work in the field
2.4 Issues raised in the literature
2.4.1 Demarcating the field
2.4.2 The integration and use of computers in schools
2.4.3 The integration and use of schoolbased computers in developing countres
2.5 Summary of issues raised in the literature
2.6 Research questions
2.7 Conceptual framework
2.7.1 Postmodernism, chaos, autonomous systems and complexity
2.7.2 Education, change and complexity
2.7.3 Ecological or viral change in educational systems
2.7.4 Sustainability in dynamic, complex educational systems
2.8 Summary
Chapter 3: Research methodology and research design
3.1 Introduction
3.2 Hypothesis, conceptualisation, definitions, key variables
3.3 Research approach
3.4 Research design
3.5 Issues of measurement and data capturing vehicles
3.6 Sample design and sampling methods
3.7 Data collection methods and fieldwork practice
3.8 Data capturing, data editing and data analysis
3.9 Validity, reliability and generalizability
3.10 Shortcomings and sources of error
3.11 Conclusion
Chapter 4: Results: presentation and discussion
4.1 Introduction
4.2 The participants
4.3 Synchronic, diachronic and metaphoric systemic structure
4.3.1 Personal influences
4.3.2 Programmatic influences
4.3.3 Physical influences
4.3.4 Systemic influences
4.3.5 Metaphoric patterning
4.4 Summary
Chapter 5: Conclusions and recommendations
5.1 Overview of chapter
5.2 Summary of this research
5.2.1 Research Question 1
5.2.2 Research Question 2
5.2.3 Research question 3
5.2.4 Research question 4
5.2.5 Research question 5
5.3 Synthesis
5.3.1 Summary of findings
5.3.2 Anomalies and differences between findings and the literature
5.3.3 Updated conceptual framework
5.4 Reflection
5.4.1 Methodological reflection
5.4.2 Substantive reflection
5.4.3 Scientific reflection
5.4.4 Reflection on exploratory journey
5.5 Recommendations
5.5.1 Recommendations for policy and practice
5.5.2 Recommendations for further research
5.6 Conclusion