The study explored how factors related to Information and Communication Technologies (ICT) contribute to ICT-enhanced teaching and learning in Inclusive Schools in the Johannesburg Central District. The factors included school ICT policy, ICT infrastructure, teacher ICT perceptions, ICT community support and teacher professional development. Inclusive schools cater for a diverse learner population, which includes learners with special needs and those with learning barriers. Inclusive education, as an ongoing and progressive education system, demands dynamic learning environments that promote access to education for all types of learners. ICT-enhanced teaching and learning is seen as a catalyst for facilitating inclusive pedagogical practice that promotes thriving inclusive schools.
The study employed a quantitative research methodology, using a case study and survey research design by administering a questionnaire to 78 teachers; a semi-structured questionnaire to four principals and document analysis in the four Inclusive Schools in the Johannesburg Central District. Document analysis of school ICT policy was conducted to provide triangulation for the questionnaire results.
The study found that Inclusive Schools within Johannesburg Central District suffered from school-level barriers as there is a scarcity of ICT infrastructure that is fit for use in ICT-enhanced teaching and learning. School ICT policy is not adequate to drive ICT-enhanced teaching and learning in Inclusive Schools. There is a dire need to assist Inclusive Schools with the development of school ICT policy that implements the national e-Education policy in their schools. Lack of ICT infrastructure, security and theft are major barriers to ICT Community Support. National policy mandates school ICT resources to be utilised to support the community to extend learning beyond normal school hours yet principals are of the view that only Saturdays and school holidays can be accessible times. Perhaps this is a start, but it limits learners who need support on a daily basis while adhering to the syllabus. Teachers at Inclusive Schools need Continued Professional Development in ICT. Teachers’ demographic factors of age, gender and teaching experience had no influence on ICT-enhanced teaching and learning when mediated by their perceptions. Teachers’ qualifications influence perceptions of their own competence in using ICT. This is very useful as teachers of all ages, gender, experience and qualification have similar positive views on ICT use in Inclusive Education, which is positive for inclusive schools to integrate technology in their schools. However, teacher competence also differed from one school to another; and the current role of teachers impacted on the level of perceived benefit of ICT devices in teaching in inclusive environments. In practice, ICT-enhanced teaching and learning in Inclusive Schools is at a very low level due to barriers of inadequate ICT infrastructure; inadequate school ICT policy; minimal teacher ICT professional development; a lack of community ICT support; theft of ICT; compromised school security and lack of sustainable ICT funding.
Phuputso e ile ya lekola hore na dintlha tse amanang le Theknoloji ya Boitsebiso le Puisano (ICT) di kenya letsoho jwang ho ntlafatseng ho ruta le ho ithuta ho ICT Dikolong tse kenyeletsang seterekeng sa Johannesburg Central. Mabaka a ne a kenyelletsa leano la ICT ya sekolo, meralo ya motheo ya ICT, maikutlo a matitjhere a ICT, tshehetso ya setjhaba sa ICT le ntshetsopele ya ditsebi tsa matitjhere. Dikolo tse kenyeletsang di thusa baithuti ba fapaneng, ho kenyeletswa baithuti ba nang le ditlhoko tse ikgethang le ba nang le ditshita tsa ho ithuta. Thuto e kenyelletsang, jwaloka sistimi e tswelang pele le e tswetseng pele ya thuto, e hloka dibaka tse matla tsa ho ithuta tse kgothalletsang phihlello ya thuto bakeng sa mefuta yohle ya baithuti. Ho ruta le ho ntlafatsa ho ntlafaditsweng ha ICT ho bonwa e le sesosa sa ho thusa moetlo wa thuto e kenyeletsang o kgothalletsang dikolo tse atlehang tse kenyeletsang.
Phuputso e sebedisitse mokgwa wa ho etsa dipatlisiso tse ngata, e sebedisa thuto ya dinyewe le moralo wa dipatlisiso ka ho fana ka lenane la dipotso ho matitjhere a 78; lenane la dipotso le hlophisitsweng habedi ho dihlooho tse nne le tlhahlobo ya ditokomane Dikolong tse nne seterekeng sa Johannesburg Central. Ho ile ha etswa tlhahlobo ya ditokomane tsa leano la ICT ya sekolo ho fana ka dikgutlotharo bakeng sa diphetho tsa dipotso.
Phuputso e fumane hore Dikolo tse kenyeletsang bohle Seterekeng se Bohareng sa Johannesburg di na le ditshitiso tsa maemo a sekolo kaha ho na le kgaello ya meralo ya motheo ya ICT e loketseng ho sebediswa ho ntlafatseng thuto le thuto ya ICT. Leano la ICT ya sekolo ha le a lekana ho kganna thuto le ntlafatso e ntlafaditsweng ya ICT dikolong tse kenyeletsang. Ho na le tlhoko e kgolo ya ho thusa Dikolo tse Kenyelletsang ka ntshetsopele ya leano la ICT ya sekolo le tshebetsong Leano la Naha la Thuto ka Sekolo dikolong tsa bona. Ho haella ha meralo ya motheo ya ICT, tshireletso le boshodu ke ditshitiso tse kgolo ho tshehetso ya setjhaba sa ICT. Leano la naha le laela disebediswa tsa ICT tsa sekolo ho sebediswa ho tshehetsa setjhaba ho hodisa thuto ho feta dihora tse tlwaelehileng tsa sekolo, leha ho le jwalo baokamedi ba na le maikutlo a hore ke feela Moqebelo le matsatsi a phomolo a sekolo e ka bang dinako tsa ho fihlellwa. Mohlomong hona ke qalo, empa e lekanyetsa baithuti ba hlokang tshehetso letsatsi le letsatsi ha ba ntse ba kgomaretse lenaneong. Matitjhere a Dikolo tse kenyeletsang a hloka Ntshetsopele ya Boithuto bo Tswelang Pele ho ICT. Mabaka a palo ya batho a matitjhere a dilemo, boiphihlelo le boiphihlelo ba ho ruta a ne a se na tshusumetso ho thuto le thuto tse ntlafalitsweng tsa ICT ha di ne di buellwa ke maikutlo a bona. Ditshwanelo tsa matitjhere di susumetsa maikutlo a bokgoni ba bona ba ho sebedisa ICT. Sena se thusa haholo kaha matitjhere a dilemo tsohle, bong, boiphihlelo le mangolo a thuto a na le maikutlo a tshwanang ka tshebediso ya ICT ho Thuto e kenyeletsang, e ntle bakeng sa dikolo tse kenyelletsang ho kopanya theknoloji dikolong tsa bona. Leha ho le jwalo, bokgoni ba matitjhere le bona bo ne bo fapana ho ya ka sekolo; le karolo ya ha jwale ya matitjhere e amme boemo ba kananelo ya melemo ya disebediswa tsa ICT ho ruteng dibakeng tse kenyeletsang. Ha e le hantle, ho ruta le ho ithuta ho ntlafaditsweng ke ICT dikolong tse kenyeletsang ho maemong a tlase haholo ka lebaka la mekwallo ya ditshebeletso tsa ICT tse sa lekanang; leano le sa lekaneng la ICT ya sekolo; kgolo e nyane ya ntshetsopele ya ditsebi tsa ICT; kgaello ya tshehetso ya setjhaba ya ICT; boshodu ba ICT; ho senya tshireletso ya sekolo le kgaello ya ditjhelete tsa ICT.
Ucwaningo luhlolisise ukuthi izici ezihlobene noLwazi Nobuchwepheshe Bezokuxhumana (ICT) - zifaka kanjani isandla ekufundiseni nasekufundeni okwenziwe ngcono kwe-ICT ezikoleni ezibandakanya wonke umuntu eSifundeni esiMaphakathi neGoli. Izici zibandakanya inqubomgomo ye-ICT yesikole, ingqalasizinda ye-ICT, imibono yothisha ye-ICT, ukwesekwa komphakathi we-ICT kanye nokuthuthukiswa komsebenzi wothisha. Izikole ezibandakanya bonke abafundi zihlinzekela abafundi abahlukahlukene, okubandakanya abafundi abanezidingo ezikhethekile nalabo abanezithiyo zokufunda. Imfundo ebandakanya wonke umuntu, njengohlelo lwezemfundo oluqhubekayo nolunenqubekela phambili, ludinga izindawo ezinamandla zokufunda ezikhuthaza ukufinyelela emfundweni yazo zonke izinhlobo zabafundi. Ukufundisa nokufunda okwenziwe ngcono kwe-ICT kubhekwa njengesikhuthazo sokusiza imikhuba yokufundisa ebandakanya wonke umuntu ekhuthaza izikole ezithuthukayo ezibandakanya wonke umuntu.
Lolu cwaningo lusebenzise indlela yocwaningo lwenqubo yokuqoqa nokuhlaziya imininingwane yezinombolo, kusetshenziswa ucwaningo lwamacala nokucwaninga kombono ojwayelekile ngokunikeza uhlu lwemibuzo kothisha abangama-78; uhlu lwemibuzo olwakhiwe kancane kothishanhloko abane kanye nokuhlaziywa kwemibhalo ezikoleni ezine ezibandakanya wonke umuntu eSifundeni esiMaphakathi neGoli. Ukuhlaziywa kwemibhalo kwenqubomgomo ye-ICT yesikole kwenziwa ukuhlinzeka onxantathu emiphumeleni yemibuzo.
Ucwaningo luthole ukuthi izikole ezibandakanya wonke umuntu eSifundeni esiMaphakathi neGoli zihlushwa yizithiyo ezingeni lesikole njengoba kunokusweleka kwengqalasizinda ye-ICT elungele ukusetshenziswa ekufundiseni nasekufundeni okwenziwe ngcono kwe-ICT. Inqubomgomo ye-ICT yesikole ayenele ukuqhuba ukufundisa nokufunda okwenziwe ngcono kwe-ICT ezikoleni ezibandakanya wonke umuntu. Kunesidingo esikhulu sokusiza izikole ezibandakanya wonke umuntu ngokuthuthukiswa kwenqubomgomo ye-ICT yezikole esebenzisa Inqubomgomo Kazwelonke Yezemfundo i-e- ezikoleni zazo. Ukuntuleka kwengqalasizinda ye-ICT,
ezokuphepha nokweba kuyizithiyo ezinkulu ekusekelweni komphakathi we-ICT. Inqubomgomo
kazwelonke iyalela izinsizakusebenza ze-ICT zesikole ukuthi zisetshenziselwe ukuxhasa
umphakathi ukwelula ukufunda ngaphezu kwamahora ajwayelekile esikole, nokho
othishanhloko banombono wokuthi iMigqibelo namaholide ezikole kuphela angaba yizikhathi
zokufinyeleleka.
Mhlawumbe lokhu kuyisiqalo, kodwa kukhawulela abafundi abadinga ukwesekwa nsuku zonke
ngenkathi benamathele kusilabhasi. Othisha basezikoleni ezibandakanya wonke umuntu badinga
ukuThuthukiswa koMsebenzi okuQhubekayo ku-ICT. Izici zenani lothisha zeminyaka, ubulili
kanye nesipiliyoni sokufundisa azibanga nethonya ekufundiseni nasekufundeni okwenziwe
ngcono kwe-ICT lapho zixhunyaniswa nemibono yabo. Ukuphothula izifundo
ngokusemthethweni kothisha kunomthelela emibonweni yamakhono abo ekusebenziseni i-ICT.
Lokhu kusiza kakhulu njengoba othisha bayo yonke iminyaka, ubulili, isipiliyoni sokufundisa kanye
nokuphothula izifundo ngokusemthethweni banemibono efanayo emihle ngokusetshenziswa kwe-
ICT emfundweni ebandakanya wonke umuntu, okulungele izikole ezibandakanya bonke abantu
ukuhlanganisa ubuchwepheshe ezikoleni zabo. Kodwa-ke, amakhono othisha nawo ayehluka kusikole
ngasinye; kanye nendima yamanje yothisha ibe nomthelela ezingeni lokuzuza okubonakalayo
kweziqeshana zogesi ze-ICT ekufundiseni ezindaweni ezibandakanya wonke umuntu.
Ngokweqiniso, ukufundisa nokufunda okwenziwe ngcono kwe-ICT ezikoleni ezibandakanya
wonke umuntu kusezingeni eliphansi kakhulu ngenxa yezithiyo zengqalasizinda ze-ICT
ezinganele; inqubomgomo ye-ICT yesikole enganele; ukuthuthukiswa komsebenzi okuncane
kothisha; ukuntuleka kokusekelwa kwe-ICT yomphakathi; ukwebiwa kwe-ICT;
ukuphazamiseka kokuphepha kwesikole kanye nokuntuleka kwemali ye-ICT esimeme.
