Reference to the findings of past projects and research (http://www.school.za/edict/research.htm) have highlighted key principles that should, along with the educational foundation, form the cornerstones of this framework. These are:
Whereas the infrastucture plays a vital enabling role, achievement of educational goals should be the prime motivation for the selection, implementation and maintenance of hardware.
Each educator will follow a different development path, according to individual needs, expectations and experiences.
Wherever possible, programmes should not be offered to communities of educators and learners until the needs of that community have been established.
Programme content and structure should be contextualised to take into account the unique work and social circumstances of South African educators.
Most effectively learning for educators takes place in the classroom. Programmes should be structured to incorporate the maximum amount of classroom practice.
This reflection should be encouraged and would be enhanced by collaborative discussion of problems and ideas.
Reflection on practice and in practice is sterile without the planning of strategies for change and improvement when deemed necessary.
Educator development for ICT requires an eventual adaptation from traditional teaching and learning strategies, in addition to the acquisition of ICT skills.
In designing the course materials the modelling of best practice in both the course process and learner activities should be included.
As such, a two-day course cannot be deemed to be sufficient to achieve sustainable outcomes. The programme should include a more sustained interaction between the educators and supportive resources.
Such support can be provided in flexible ways but is often based on the following hierarchy of support needs:
This model of a hierarchy of support for educators using ICT is based on interpretation of the ACOT research findings and experiences in current and past projects in this country.