ICTs and the South African Higher Education Landscape

Abstract

That higher education − globally and locally − is both in transition and under pressure, is undisputed. That Information and Communication Technologies (ICTs) form an intrinsic part of that turmoil and change, is generally agreed. The role of ICTs is described as significant (Naidu, 2003); unprecedented (Lockwood, 2003); explosive, amazing and disruptive (Garrison & Anderson, 2003). There is, as yet, no consensus regarding ICTs’ impact on or relationship with higher education environments, although internationally a great deal of attention is being paid to these questions. In the South African context, it is even less clear how ICTs are being understood, particularly in relation to teaching and learning. This project is therefore an exploratory mapping exercise, which describes and explores the landscape of ICTs and higher education in South Africa since 2000. Broadly delineating the terrain, the focus is on teaching and learning within higher education. This study sets out to answer five questions: 1. How are ICTs understood and described by practitioners and researchers? 2. What policies and structures for ICTs exist nationally and institutionally? 3. What does the emerging domain of enquiry look like? 4. How do practitioners and researchers understand ICTs in terms of change in higher education? 5. What are the key issues to be noted in the ICTs and higher education terrain?