Ngobe, A. (2023). Challenges in the adoption of information and communication technology at selected schools in the Mpumalanga Province. [Doctoral dissertation, University of South Africa]. UNISA Institutional Repository. https://hdl.handle.net/10500/30199

Abstract:

“Education is considered a weapon to fight poverty in developing nations including African nations. South Africa, Mpumalanga is not left behind as the use of Information and Communication Technology (ICT) during COVID-19 was compulsory despite limitations brought about by economic disadvantages. Several studies have argued that in the information era, the use of modern technologies in education is pivotal. The implementation of ICT into teaching and learning expands opportunities for teachers and students to work more collaboratively and effectively in the digital age and it also helps in developing human capital. The recent global crisis known as COVID-19 has brought learners outside the school during the pandemic and in order to get the curriculum completed there was a need to adapt and to integrate ICT in teaching and learning. Hence, in most nations they attempt to catch up with technological progress and digitise their educational system, but still fail due to some issues that hamper the process of ICT integration in education. The main focus of this study is on challenges in the adoption of ICT at the selected school in the Mpumalanga Province, South Africa. To be more specific, this study aims at identifying and describing the challenges encountered by schools in Bushbuckridge Bohlabela District in the adoption and using of ICTs so that remedial actions can be proposed to address such defies. I drew on the Technological Pedagogical Content Knowledge (TPCK) to understand the barriers that affect the successful ICT adoption in schools. The framework was used as a lens to describe the kinds of knowledge required by teachers for the effective incorporation of technology in teaching. It suggests that teachers need to master the connections of technology, pedagogy and the content. A total of twenty teachers from five public primary and secondary schools have been purposefully selected to participate on this qualitative study. Data was collected using interviews and observation. I followed a thematic analysing method when analysing data. The findings of the study show various factors that affect the adoption of ICT in Bushbuckridge schools. They mentioned lack of digital infrastructure and facilities, lack of technological knowledge, insufficient ICT training, lack of support from school governing board and School Management Team, absence of time and lack of ICT policy as factors that hinder the successful ICT adoption in schools. Therefore, it is recommended that schools should consider aspects of ICT adoption, particularly from a Management and School Governing Bodies (SGB) perspective, such as strategic planning, controlling and policy. Government as well should provide essential ICT tools for schools in the country and to determine what types of training teachers need before they are selected to go on training.”