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Evaluation of Gauteng online and Khanya Projects On how ICT can have impact on Education. Table of content (a)Introduction.

(b)Gauteng online (ICT for education impact) (c)Khanya Projects (ICT for education impact) Introduction These points to the need for conceptual frame work for ICT. It takes into account not only a variety of broad development concerns, but also the many context-sensitive issues related to ICT. This means by putting computers in school is not enough to impact student learning. It means that specific application of ICT must be in place.Casuality can be assured with controlled experiments, where one group uses the computers in a certain way and an equivalent group does not. Gauteng online (Monitoring and Evaluation of ICT for Education Impact) ICT can benefit boys and girls as well as student with special needs. ICT can make changes in teaching practices, school innovation and community services. The use ICT has often been thought to bring significant changes into classroom practice. CT can also have an impact on students beyond their knowledge of traditional school subject. A number of studies have established that computers can have a positive effect on student motivation such as instruction or the subject matter. Technology advocates describe a range of potential impacts that ICT can have when applied to education. Students outcomes such as increased knowledge of school subjects, improved attitudes about learning and the acquisition of new skills needed for a developing country. CT may help students with special needs. The projects of Gauteng online were applauded by the Government. It may be that brightest students use computers most and it is student ability that accounts for higher scores. Gauteng on line is one of the links in South Africa. The extensive teacher provided by the Government Links program resulted in teachers not only learning new skills but also changing their classroom practices. Government Links teachers and students more often used computers to engage in a wide variety of new practices than did non-participating teachers who also had access to computers. These practices included conducting research projects, gathering and analyzing information, collaborating on projects with students in other courtiers, and communicating with parents and other community members. However, there are also significant barriers to widespread ICT supported change in classroom in developing countries, such as lack of time in the curriculum and school day, lack of skilled personnel, and lack of infrastructure, including power, telecommunication

access, and Internet providers. National policies can address many of these barriers and make a difference in widespread use of ICT to change classrooms. Khanya Projects (Monitoring and Evaluating of ICT for Education Impact) Khanya projects investigate innovative ways of using information, communication to improve curriculum delivery in schools. The main purpose of khanya projects is to assist in improving the quality of teaching and learning in all schools. The other purpose is to narrow the digital divide by placing information and communication technologies (ICT) in disadvantaged schools. These technologies are very effective in helping learners to develop the mindset they need. The technologies also help to address the problem of shortage of qualified educators. ICT can supplement and improve teaching and learning. Khanya work with individual schools to establish computer networks with Internet connectivity. Knowledge growth is a profoundly collective enterprise. The most pronounced findings of studies on ICT impact is that there is no consistence relationship between the mere availability of use of ICT and student learning. However digging more deeply into these and other student outcome studies, it becomes a clear that relationship between ICT and student learning is complicated. Also student occasionally used computers in schools scored higher than either that who never used them. In order to understand the connection between the input and the output it is essential to have the learning measurements directly correspond to subject area in which the technology is used. Conclusion from such studies is limited by the fact that they use correlation analysis. With this type of analysis, factors are simply associated with each other. It cannot be concluded with confidence that are causes the other, the question often asked by most policy. The students who use scored significantly higher than the comparison students on a test of mathematics. Only by doing more in-depth data and analyses would usable policy outcomes become apparent.