Abstract
This study explores the pivotal role of information and communication technology (ICT) in South African high school education, shedding light on its transformative impact within classrooms. Research has highlighted insufficient training and limited resources as factors blocking the successful adoption and usage of educational technologies in education. The study uncovers factors affecting high school teachers’ attitudes towards ICT integration through an online questionnaire with closed and open-ended questions administered to educators in two high schools. Within the interpretivist research paradigm, the study is guided by socio-constructivist and TPACK theories. The study results show that even though many high school teachers were introduced and exposed to teaching with digital tools not too long ago—during the COVID-19 pandemic lockdown, howerer, most still would much rather use the traditional chalk-and-board method of instruction. The study recommends that policymakers prioritise comprehensive ICT training, advocating for a future where technology seamlessly integrates into the learning experience.
Presenters
Khunjulwa PeterCurriculum and Instructional Studies, UNISA, Gauteng, South Africa Mpho-Entle Modise
Lecturer, Curriculum and Instructional Studies, University of South Africa, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Teacher Support, Information Technology, Professional Development, Learner Support
