Investigating the Barriers of ICT use in Teaching and Learning at Public Schools in South Africa

Abstract

Information and Communication Technology  (ICT) has reshaped the field of pedagogy in many  different ways. The increasing use of ICT tools in  teaching and learning cannot be overlooked.  Learners who are abreast with technology are  independent and relieve overreliance on educators  regardless of the geographical distance. ICT is  important within the education sector as a means  of enhancing the process of teaching and learning  in a classroom. Despite the value of effective use  of ICT tools, the South African government, having designed the curriculum to support  effective ICT use in teaching and learning, and to  some extent having provided ICT tools in public  schools, there are still challenges in the effective  adoption of ICT tools in teaching and learning. The purpose of this study is to investigate the  barriers of ICT tools use in teaching and learning  and propose guidelines in teaching and learning at  public schools. The study used a mixed-method  and data was collected from public school  teachers through a questionnaire composed of  both qualitative and quantitative variables. To  gain further insight, educationalists were also  interviewed. It was discovered that there are  multiple challenges that hinder the adoption of  ICT in public schools. Key challenges identified  in the study include a lack of ICT relevant skills,  lack of ICT infrastructure, poor IT support, lack  of efficacy from the level of teachers, and attitude  were amongst many other influencers to non compliance. The study recommends that the  government adopt an ICT framework that will  advocate for unison in ICT policy from all walks  of government (district, provincial, and national)  and also mandate and incentivize use of ICT by  teachers in teaching and learning. 

https://doi.org/10.59200/ICONIC.2022.010