Medicon Engineering Themes (ISSN: 2834-7218)

Research Article

Volume 3 Issue 4


Educator's perceptions and influences regarding ICT Integration into teaching and learning in Gauteng Public Schools

Mfanelo Patrick Ntsobi*

Published: September 22, 2022

DOI: 10.55162/MCET.03.079

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Abstract  

The study is an extract from the researcher’s PHD thesis titled, “Pedagogical Integration of Technology as an enhancement to teaching and learning in Gauteng Public Schools”. The study aimed to explore the degree of the ICT integration within Gauteng Public Schools, the challenges impeding the optimum utilisation of ICT towards curriculum delivery and enabling conditions for ICT rollout in education transformation. Therefore, the study’s objectives were to determine the degree to which individual qualities impact the educator’s preparedness in using ICT for teaching, to ascertain the magnitude preceding ICT skills and computer training affects educators’ preparedness within their teaching environment.

The study was hinged upon a pragmatist paradigm, using mixed methods approach, whereby a case study was chosen as a strategy. The theoretical notation for the study was an inductive simultaneous approach whereby the qualitative dimension was core and quantitate dimension was supplemental. Purposive sampling technique was applied to sample twelve (12) Heads of Departments (HODs) and five (5) senior officials from the Gauteng Department of Education (GDE). Both educators and HODs were selected from public schools in three Gauteng regions: Johannesburg, Tshwane, and Ekurhuleni. Furthermore, a stratified random sampling method was used to obtain feedback from two hundred and ten (210) educators, who were selected from the identified population.

The study findings showed that male educators had a higher and positive attitude towards ICT integration and utilisation in the classroom than their female counterparts. In addition, the study findings revealed that most of the professional development support from the department provided to educators mainly empowers them on how to best utilise information communication technology available, not how to effectively integrate the technology into the curriculum.

The results of this study confirmed that even though resources and training were provided by the GDE, educators were not sufficiently equipped to develop their own approaches that could embrace ICT into the learning process. In most cases, educators were not using technological tools to develop their lesson plans and curriculum delivery. A clear understanding of how educators integrate ICT in teaching is significant to develop and deliver effective educational opportunities to properly prepare learners for higher learning, work, and life in the 21st century.

Keywords: Curriculum Delivery; Educators’ perceptions; ICT Integration; Pedagogy; Self-efficacy