Wits School of Education (ETDs)

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Author: search.filters.author.Seegobin, TarishmaSubject: search.filters.subject.SDG-9: Industry, innovation and infrastructure

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    Transforming Education through the implementation of ICT pedagogical integration: A case of ICT and Non- ICT schools in South Africa
    (University of the Witwatersrand, Johannesburg, 2024) Seegobin, Tarishma; Dewa, Alton; Ndlovu, Nokulunga Sithabile
    This study investigates the complexities of integrating Information and Communication Technologies (ICTs) into educational practices within Johannesburg, Gauteng province, South Africa. Despite national aspirations outlined in the ICT in Education policy, the White Paper on e- Education (2004), there are challenges that hinder the effective integration of ICTs in classrooms. This results in the exacerbation of the digital divide due to the uneven policy implementation across schools. This qualitative research aims to identify essential components and principles for successful ICT integration in diverse educational settings. It is a case study that sought to understand the socially constructed nature of ICT integration within specific school contexts to understand how the implementation of ICT pedagogical integration unfolds in South African schools. It is thus guided by Collis and van der Wende's model (2002). Four purposefully selected public primary schools, encompassing both those with adequate ICTs (provided by government) and those with inadequate resources (basic ICTs procured by the schools) participated in this study. The schools are situated in both township and suburban areas. Semi-structured interviews were conducted with 16 participants (four from each school), including principals and educators teaching across all phases, viz Foundation, Intermediate and Senior. The findings reveal several critical factors influencing ICT integration. Policy ambiguity emerges as a major obstacle. Inadequate awareness and inconsistent interpretations of the policy seem to hinder implementation efforts. Furthermore, educator preparedness is compromised by insufficient ICT knowledge, skills, and training, limiting their ability to effectively integrate technology into their teaching practices. Resource paucity, encompassing infrastructure limitations, inadequate technical support, and financial constraints, further impede ICT adoption Leadership style significantly influences the level of ICT integration within an organization. Younger leaders often demonstrate a greater willingness to adopt and implement ICT compared to their more experienced counterparts. Finally, the absence of robust monitoring and evaluation mechanisms undermines sustained support for ICT initiatives. To address these challenges and unlock ICT's potential for educational transformation, the study recommends a multifaceted approach . Revisions to policies for clarity and consistency are crucial. Strategic resource allocation, targeted at professional development programs, enhanced communication channels, and fostering leadership support are essential. Stakeholder collaboration is vital to ensure a holistic approach. Furthermore, the study proposes the development of a versatile vi ICT framework (RISE) specifically tailored to the South African context, aiming to foster inclusive learning environments and bridge the digital divide within educational institutions.