Abstract:
In South Africa, the Department of Basic Education (DBE) has invested a lot in the provision of computers in schools to empower teachers in the use of technology for pedagogical purposes. It ensures that there is access to Information and Communication Technology (ICT) resources for every learner. While this is commendable, the South African government underestimates the challenges associated with the provision of computers for teaching and learning in schools. These include teachers’ negative attitudes towards the use of computers in the classroom, a lack of computer skills, and a lack of infrastructure. The government tries to mitigate these challenges through necessary support where possible. However, less attention is given to whether these computers are used effectively to enhance learners’ academic performance and teachers’ professional competence in schools. This is the gap that this study tried to fill.
The DBE’s decision to provide computers to schools was triggered by the realisation that the integration of ICTs into teaching and learning is gaining momentum globally because they improve learners’ technological competency, teachers’ pedagogical proficiency and the country’s development. In this context, this research explored how the effective use of ICT in Soweto secondary schools can improve learner and teacher performance. The study is underpinned by connectivism learning theory which is relevant for the digital age because it affords learners the ability to form connections with the information flow that takes place among network members. It adopted a mixed methods research approach by using both qualitative and quantitative research methodologies to gain better understanding of the research problem. Accordingly, semi-structured interviews were used to collect data from a purposefully selected sample of three teachers, one head of department (HOD) and one principal/deputy principal per school from each of the five selected schools. Altogether, 25 participants from five schools were interviewed. Ten teachers and 20 learners per school completed questionnaires, leading to a total of 150 respondents. Qualitative data was analysed thematically, while quantitative data was analysed statistically by means of Statistical Package for the Social Sciences (SPSS).
The research findings indicate that the use of ICTs in schools was only embraced by teachers and principals who understood their benefits, namely better methodological strategies, improved access to information, greater collaboration among teachers and the exposition of crucial learning platforms to learners. Despite these, many factors hinder effective use of ICTs in Soweto secondary schools. These include poor implementation of ICTs policies, inadequate ICT infrastructure, teachers’ lack of ICT skills, inadequate training, negative attitudes and poor teacher confidence, a lack of ICT leadership, and a lack of funds and technical support. To address these challenges, it is recommended that the Department of Education should support ICT policy implementation and use in schools, improve security in schools and clarify the role of principals, teachers and learners in ICT use.
