Managing the integration of information and communication technology in township secondary schools in Gauteng

Abstract

The rapid change in the pedagogical landscape has increased the incorporation of information and communication technology (ICT) into the classroom globally. However, there has been relatively limited progress in increasing ICT integration in South African public schools. Integrating ICT into the classroom can be innovative and transformative, potentially accelerating, enriching, and deepening learners’ understanding of the curriculum. However, it comes with several challenges, as discovered by other researchers. Such ICT integration is a complex process that fully supports useful resources, teaching, and learning rather than completing it through a single step. As such, the effective management of the complex process of ICT integration is essential. This research study aimed to explore the management of ICT integration in teaching by the school management team (SMT) in Ekurhuleni North township secondary schools. Activity Theory and the Technology-Organisation Environment Framework guided this study. This qualitative study used a purposive sampling technique to select 16 participants four school principals, four departmental heads, and eight educators from four secondary schools. Data generation was done through semi-structured interviews, document analysis, and non-participant observation. The findings of this study seem to indicate that participants have a positive perception of ICT integration in teaching and recognise its benefits in improving teaching and learning. Participating schools employed various strategies, including educator training and technical support, to manage ICT integration effectively. However, challenges related to policy, technical issues, and power supply hinder seamless implementation. The study proposed a model for managing the integration of ICT in teaching that involves a structured framework that schools can follow effectively to use ICT in the teaching process.