Volume Two - Academic Conferences

Fortunate Gunzo and Lorenzo Dalvit
portable (Staplesson, 2010), a very important characteristic for the context within which the mobile
computer lab will be used in this study. We are aware that portability of the netbook increases the
security risk of theft (Daly, 2005). A netbook also caters for increased productivity because of the long
battery life (3-8hours) particularly for areas where electricity is still problematic. The netbook also has
built-in wireless network connection for easy access and connection to the internet. In the developed
countries where the mobile lab has been implemented in schools (Martin, 2010; Daly, 2005; Manbeck,
2005; The Journal, 2003) a “trolley” is used to house the machines when they are not in use and
recharge or update/install software. In that instance the mobile computer lab becomes “mobile”
because it can be moved from one class to the next by pushing the trolley. In this paper, the mobile
computer lab we describe is slightly different from this. Instead of only moving from one class to the
next, the lab will move from one school to the next. This is an important and useful feature of the lab
in the developing context in which we work, since one lab can serve a number of schools in
marginalised areas.
2.2 Access to ICTs in South Africa schools
In this paper we focus on the physical access to computers. A significant proportion of schools in the
Eastern Cape Province of South Africa in which this research is conducted still do not have physical
access to ICTs. According to the National Education Infrastructure Management System (NEIMS)
report, 90% of ordinary schools (not including private/special schools) do not have a computer lab
(NEIMS, 2009). It must be noted however that South Africa has one of the most uneven and unequal
societies, such that while this province has this backlog there are other provinces that boast of over
90% of their schools having computer labs(NEIMS, 2009). The Eastern Cape Province is one of the
poorest provinces in South Africa (Herskovitz, 2010). Many schools lack basic infrastructure such as
decent classrooms, sanitation, running water, electricity, and furniture. Coupled with this, is the
challenge of large classes that make it difficult to share the few available resources (Dalvit et al,
2006).
In terms of physical access to ICT, there are several problems commonly associated with using ICTs
in South African schools. According to Farrell and Isaacs (2007) most schools face infrastructure
problems such as a lack of decent, secure buildings, no or inconsistent electricity supply, lack of or
unaffordable connectivity, lack of access to ICT infrastructure, lack of technical support services,
physical security of the computers etc. (Brandt, 2006; Smith, 2005). In some instances the problem of
school management acting as a “gatekeeper” to technology, because of its perceived cost (Brandt,
2006) hinders access to ICT.
In terms of epistemological access, lack of qualified or confident teachers to teach learners how to
use computers and subsequently use computers in their classrooms is a huge challenge (Dalvit et al,
2006). Therefore the importance of training teachers to teach with ICT cannot be overstated. Another
tension is for teachers to know when to let children explore and for how long without losing control of
the class. We are aware of the potential exploration has for computer skills acquisition in children as
indicated in the Hole in Wall project (Dangwal, 2005). Language is also a key issue, since computers
are a domain of the English language and most of the learners at marginalised schools do not have a
good command of the English language (Mapi et al, 2007)
2.3 Rationale for using ICT in marginalised schools
There are several reasons why marginalised schools in South Africa are receiving attention when it
comes to ICT. Since the end of apartheid in 1994, the South African government has been working on
delivering an equal education system to all its citizens. Making sure that resources and skills training
for teachers and learners in marginalised schools happened was one of the ways of building a
balanced education system. Issues of digital divide also became prominent in the discussion
surrounding South Africans access to ICT. Provision of ICT in marginalised schools was and still is an
endeavour to stop the widening of the gap between those who have access to ICT and those who do
not. Marginalised schools are also still faced with most of the challenges that hinder access to
computers as discussed above.
A mobile computer lab supported by the University and that can be shared by a group of schools
could be a solution to the problem of physical access to computers. Integrating an experience in using
ICT within a marginalised school context as part of a teacher's professional development course is
intended to unpack and address issues of epistemological access. Gauging teachers' perceptions of
926