Exploring school culture and its Influence on the utilization of ICTs by teachers: A case of two Gauteng schools

Abstract

Abstract This study explored the influence of school culture on the utilization of Information and Communication Technologies (ICTs) by teachers at two Gauteng schools. As technology continues to reshape education, understanding how school culture impacts the utilization of ICTs is essential. The study employed a qualitative research approach, utilizing semi-structured interviews with school principals and questionnaires completed by teachers to gain insights into ICT utilization within the two schools. The study was guided by the model of influences on ICT implementation in the case study school by Tearle, (2004) as the conceptual framework. The study revealed that while both schools have access to basic ICT tools such as smartboards, projectors, and teacher laptops, disparities exist in the availability of advanced ICTs such as learner tablets, eBooks, and dedicated digital learning platforms. The study highlights the pivotal role of school leadership in fostering a culture that supports ICT utilization, with School A demonstrating a proactive approach through structured training, resource allocation, and strong leadership support. In contrast, School B faces challenges related to a flexible approach to ICT utilization, resource limitations, inconsistent access to ICTs, and varying levels of teacher ICT proficiency. Despite the benefits of ICT utilization, challenges such as poor internet connectivity, technical issues, and the digital divide hinder seamless utilization. The study underscores the need for ongoing professional development, improved infrastructure, and strategic leadership to enhance ICT utilization in schools. Keywords: School culture, ICT utilization, ICTs in education, teacher training, school leadership, digital learning, Gauteng schools.