Educators’ motivation on integration of ICTs into pedagogy: case of disadvantaged areas

,Agnes Chigona,Zane Davids,Wallace Chigona,Information Systems Department, University Of Cape Town, South Africa

doi:10.15700/201409161051

Abstract

This paper investigates factors that motivate educators to use Information Communication Technologies (ICTs) in schools in disadvantaged areas. The study employed Herzberg’ Motivation–Hygiene theory to guide the process of understanding the factors that motivate or demotivate educators when using the technology for teaching and learning. Qualitative research approach was used to gather and analyse information from educators from randomly sampled schools located in disadvantaged areas in the Western Cape. The study has shown that educators’ motivation to use technology for curriculum delivery could be impacted by satisfaction derived from using the ICTs, individual expectations, responsibility and a sense of achievement experienced when using the technologies. Keywords : curriculum delivery, disadvantaged areas, educators, ICT, motivating factors

Highlights

Educators across South Africa and in many other developing countries are encouraged to use technology in innovative ways to enhance the learning experience across the curriculum
Work Itself, responsibility and achievement have been identified as some of the most important motivating factors that affect the use of Information Communication Technologies (ICTs) for curriculum delivery in the disadvantaged areas
The success of ICT initiatives in the schools depends on educators who are motivated to integrate the technology in their teaching job

Summary

Introduction

Educators across South Africa and in many other developing countries are encouraged to use technology in innovative ways to enhance the learning experience across the curriculum. The benefits of such innovation can only be realised if educators are integrating technologies in their pedagogy. The integration would ensure that learners are exposed to technologies, gaining the skills they may require when joining the workforce, maximising the return on the investment of the technologies This is echoed in both local and international literature (Watson, 2001; Mutula & Van Brakel, 2007; United Nations Educational, Scientific, and Cultural Organization (UNESCO), 2008) that shows that the use of new technologies in curriculum delivery has both direct and indirect impact on the social and economic development. It is argued that the use of the technologies in the normal subject-based classroom benefits the learner as he/she is able to learn the technological skill with real tasks (Watson, 2001)

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