Information and Communication Technologies (ICTs) and South African Higher Education: mapping the landscape

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dc.contributor.authorCzerniewicz, Laura
dc.contributor.authorRavjee, Neetha
dc.contributor.authorMlitwa, Nhlanhla
dc.date.accessioned2014-10-08T09:37:23Z
dc.date.available2014-10-08T09:37:23Z
dc.date.issued2006-07
dc.description.abstractThe report describes the language of ICTs in higher education both in terms of the shifting, emerging terminology and the varied understandings of ICTs in terms of national and institutional policies and reported practices. It reveals the emerging organizational forms that locate the work, and argues that despite an absence of an over-arching policy framework, policy in South Africa is being formed implicitly by practice. It moves on to describe three prevalent meanings of technological change: change as improvement; change as innovation; and change as transformation. Finally, key issues and debates, which emerge from the data "texts", are identified and examined.en_ZA
dc.identifier.apacitationCzerniewicz, L., Ravjee, N., & Mlitwa, N. (2006). <i>Information and Communication Technologies (ICTs) and South African Higher Education: Mapping the landscape</i>. Pretoria: Council on Higher Education. http://hdl.handle.net/11427/8246en_ZA
dc.identifier.chicagocitationCzerniewicz, Laura, Neetha Ravjee, and Nhlanhla Mlitwa. <i>Information and Communication Technologies (ICTs) and South African Higher Education: Mapping the landscape</i>. Pretoria: Council on Higher Education. 2006. http://hdl.handle.net/11427/8246.en_ZA
dc.identifier.citationCzerniewicz, L., Ravjee, N., Mlitwa, N. 2006-07. Information and Communication Technologies (ICTs) and South African Higher Education: mapping the landscape. Book. Pretoria: University of Cape Town.en_ZA
dc.identifier.isbn1-919856-55-2en_ZA
dc.identifier.ris TY - Book AU - Czerniewicz, Laura AU - Ravjee, Neetha AU - Mlitwa, Nhlanhla AB - The report describes the language of ICTs in higher education both in terms of the shifting, emerging terminology and the varied understandings of ICTs in terms of national and institutional policies and reported practices. It reveals the emerging organizational forms that locate the work, and argues that despite an absence of an over-arching policy framework, policy in South Africa is being formed implicitly by practice. It moves on to describe three prevalent meanings of technological change: change as improvement; change as innovation; and change as transformation. Finally, key issues and debates, which emerge from the data "texts", are identified and examined. CY - Pretoria DA - 2006-07 DB - OpenUCT DP - University of Cape Town KW - ICTs in Education KW - education policy in south africa KW - technological change KW - policy informed by practice LK - https://open.uct.ac.za PB - University of Cape Town PP - Pretoria PY - 2006 SM - 1-919856-55-2 T1 - Information and Communication Technologies (ICTs) and South African Higher Education: mapping the landscape TI - Information and Communication Technologies (ICTs) and South African Higher Education: mapping the landscape UR - http://hdl.handle.net/11427/8246 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8246
dc.identifier.vancouvercitationCzerniewicz L, Ravjee N, Mlitwa N. Information and Communication Technologies (ICTs) and South African Higher Education: Mapping the landscape. Pretoria: Council on Higher Education; 2006.http://hdl.handle.net/11427/8246en_ZA
dc.languageengen_ZA
dc.publisherCouncil on Higher Educationen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.publisher.locationPretoriaen_ZA
dc.subjectICTs in Educationen_ZA
dc.subjecteducation policy in south africaen_ZA
dc.subjecttechnological changeen_ZA
dc.subjectpolicy informed by practiceen_ZA
dc.titleInformation and Communication Technologies (ICTs) and South African Higher Education: mapping the landscapeen_ZA
dc.typeBooken_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceBooken_ZA
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