- Title
- Intergatind information and cominication technology into teaching and learning in selected Secondary Schools of OR Thambo Inland, Eastern Capee South Africa
- Creator
- Fumba, Ntombentle Nomahlanga
- Description
- This study aimed to determine the readiness of secondary schools, in the OR Tambo Inland region of the Eastern Cape Province in South Africa, in integrating the Information and Communication Technologies (ICTs) into their everyday teaching and learning. Most secondary schools in this region seem to lack ICT infrastructure and teachers seem to be unable to integrate technology into the everyday learning and teaching due to the lack of technology resources and other challenges. It has come to light that when secondary school learners reach tertiary institutions, their level of understanding when it comes to ICT activities differ immensely. This great difference in knowledge and skill makes it difficult for the lecturers to interact with them because some learners are computer literate, and some are not. The researcher believes that if all schools practice the use of ICT at secondary level that will bring all learners to the same level of knowledge, skill and understanding and that promotes uniformity across similar grades of learners. A qualitative research approach was chosen for this study by following an exploratory research design. The qualitative research method was chosen to gain an in-depth understanding of human behavior, experience, attitudes, intention, and motivations, based on interpretations, to find out the way people think and feel. The design used for this research enabled to get a better understanding of the existing problem. Data were collected through an interview guide and was analyzed via a thematic data analysis. A purposive sampling technique was used with a sample size of 30 participants that consisted of 27 teachers and three principals. The results show that some schools have already started integrating ICT into their teaching and learning but not across all learning areas. Teachers and principals have a degree of willingness to with ICT integration and are even willing to go for training to attain the necessary ICT skills. Findings show that in order to fill the gap in ICT integration with teaching and learning, curriculum adjustments and teacher motivation are necessary, and it is also evident use of ICT is becoming more popular in the education sector and that it can be attested by the higher education institutions which also benefited a lot during the lockdown period of the coronavirus outbreak. The study recommended that the Department of Basic Education (DBE) should ensure that schools are using ICT in their classroom and there should be ongoing teachers’ professional development to encourage the teachers to use ICT to teach their subjects. The study concluded that O.R. Tambo Inland participants are willing to include ICTs in their regular classroom instruction as long as they have the necessary expertise, technical support, a well-structured curriculum, and resources that are fully functional.
- Description
- Thesis (Masters) -- Faculty of Education, 2022
- Date
- 2022-00
- Subject
- Technology education
- Type
- Masters theses, text
- Identifier
- http://hdl.handle.net/11260/10434
- Identifier
- vital:75179
- Format
- computer, online resource, application/pdf, 1 online resource (121 pages), pdf
- Publisher
- Walter Sisulu University, Faculty of Education
- Language
- English
- Rights
- Faculty of Education, All Rights Reserved, Open Access
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | Fumba, Ntombentle Grace Dissertation.pdf | 1 MB | Adobe Acrobat PDF | View Details |