Utilising information and communication technology in classroom management practices in Gauteng independent primary schools

Abstract

The global significance of ICT integration in education has been widely acknowledged, prompting nations across the world to prioritise equipping educators with the requisite skills for the seamless integration of technology into their pedagogical practices. Consequently, a comprehensive examination of ICT’s impact on the management skills of educators promises to provide profound insights into the enhancement of teaching practices and the improvement of learner outcomes. However, many educators still lack the necessary competencies to use technology for teaching and learning and this poses a problem in the context of the technological advancement of the education landscape. This study examines the role of Information and Communication Technology (ICT) in classroom management practices among educators at independent primary schools in Gauteng. The research seeks to answer the main question: How do educators in Gauteng independent primary schools use ICT to manage their classrooms? The chosen theoretical frameworks for this study are the Technology Acceptance Model (TAM) and Actor-Network Theory (ANT), each offering unique perspectives on the integration of Information and Communication Technology (ICT) in classroom management practices. A qualitative research methodology was employed, utilising semi-structured interviews and classroom observations to gather rich, detailed data. Thematic analysis was conducted on the collected data. Findings indicate that educators are increasingly reliant on ICT tools to facilitate various aspects of classroom management. It was also revealed that ICT integration has significantly transformed classroom management practices, with educators reporting its time-saving benefits in administrative tasks, improved learner engagement, and more effective monitoring of learner behaviour. However, the study highlights challenges, such as the need for ongoing professional development, and the digital divide among learners and educators.