AbstractsComputer Science

The Preamble of the South African Schools Act, 1996 (Act 84 of 1996) states that it is the goal of the South African government to provide all learners with a high quality education. However, despite this goal, academics, scholars and social commentators concur that the public education system in South Africa is in crisis. Nevertheless, there is agreement that there has been an improvement in the numbers of learners enrolled at schools and the pass rates in public education, but not in the quality of education. In support of this statement, commentators refer to international surveys that show that the majority of learners are underachieving in key learning areas such as reading, mathematics and science. Many of the commentators ascribe the situation to the underperformance of educators. Research conducted by Van der Berg et al. (2011) suggests that a possible solution to the problem would be to help educators to improve their teaching outputs and outcomes in the classroom. This, in turn, implies that a tool such as a laptop loaded with the relevant and appropriate software and the additional required technology would assist educators in improving their teaching outputs and outcomes. Ms N Pandor, the former Minister of Education, announced the Teacher Laptop Initiative (TLI) in 2009. In his response to the State of the Nation’s address in June 2009 President Zuma endorsed this initiative and stated that the objective of the TLI is to provide every educator with both a laptop and access to the Internet and that the initiative should be seen as an incentive to help educators to improve the quality of education in schools. However, evidence shows that educators have not received the subsidies to procure the laptops as promised by government. The study sets out to investigate the implementation of the TLI and, thus, the aim of the research was to conduct a formative evaluation of the implementation of the TLI. The research was conducted within a qualitative research paradigm and the data were collected using both the TLI policy document and the findings resulting from the purposive, face-to-face interviews that were conducted with key stakeholders. This data were analysed through the application of the content analysis method.