Perceptions of school management teams on information and communication technology integration in township and rural secondary schools in KwaZulu-Natal

Abstract

The purpose of the study was to investigate the perceptions of school management teams (principals and departmental heads) on information and communication technology (ICT) integration in the township and rural secondary schools. The study was set in KwaZulu-Natal Province, South Africa. Principals’ perceptions were explored using the National Educational Technology Standards for Administrators (NETS-A) 2009 as the lens through which to view the study. The objective of the study was to investigate how school management teams’ (SMT) perceived ICT integration in their schools. The four participating schools were selected from twelve that used computer laboratories for teaching and learning. The study was important as the setting, like the rest of the country, consists of two distinct sets of schools in terms of resources: one privileged while the other is underprivileged. Township and rural schools belong to the latter. The study was embedded in the interpretive paradigm and used the qualitative research method. It focused on four purposively selected township and rural secondary schools that integrated ICTs into teaching and learning. Three data collection tools were used: interviews, non-participant observation, and document analysis. Data were analysed using a qualitative approach. The study found that the principals had persevered to implement ICT integration in their schools. Their instructional and technology leadership roles manifested themselves in several ways. They had been instrumental in organising technological tools such as tablets and computers through networking mainly with non-governmental organisations. They ensured that teachers attended the training workshops organised by the provincial department of education and encouraged them to incorporate technology in their lessons. The principals also ensured that technological equipment was always in working order to avoid disruption of teaching and learning. However, the study revealed that schools experienced serious challenges. Among the challenges were the shortage of computers in comparison to the schools’ enrolment figures, which reduced the amount of time that learners could be accommodated in the computer laboratories, poor internet connection for online access, electrical power interruptions due to load shedding and blackouts, outdated school rules, and lack of training for teachers. The conclusion was that the principals and school management teams were able to fulfil their instructional and technological leadership roles and were positive about the implementation of ICT integration in their schools and wanted to see the effort going forward despite the challenges they experienced. The study recommended that school management teams broaden their understanding of ICT integration to improve leadership, source alternative means to finance ICT integration due to its high costs, and review school rules to accommodate gadgets such as cell phones for use in the classroom. It was hoped that the findings would be useful to national and provincial authorities to understand the perceptions of SMTs on ICT integration and lead to effective and appropriate interventions.