English

Samantha Anne Hart,Sumaya Laher

doi:10.15700/saje.v35n4a1180

Abstract

The use of educational technology (ET) worldwide is increasing rapidly, and South Africa is no exception. Grouped amongst the emerging economies of the world, South Africa’s information and communication technology (ICT) infrastructure is often mentioned as one of the key factors leading to the growth of the country. Integrating ICT into education has become a priority for the South African government. However, it is necessary to move beyond merely providing physical access to ICT’s in order for integration to be successful. The integration of ET in schools is greatly influenced by teachers’ attitudes towards the technology. The aim of this study was to investigate teachers’ attitudes towards educational technology and the factors that are thought to influence teachers’ attitudes, namely, perceived usefulness, perceived cultural relevance, perceived competence and access to ET. A convenience sample of 117 teachers in the Johannesburg area, from both public and private schools, across foundation, intermediate and senior phase, completed the Attitudes Towards Computer Scale. Teachers’ attitudes were generally positive. The strongest predictor of teachers’ attitudes was perceived usefulness followed by perceived cultural relevance. Thus, it is evident that when integrating ET into schools, attention must be paid to teachers perceptions of the utility of ET in order for integration to be successful. Having access to ET and the competence to use ET are not enough for the successful integration of ET in schools.

Highlights

South Africa is listed amongst the emerging economies of the world and is the highest ranked emerging economy in Africa (Grant Thornton International Ltd., 2015)
South Africa, like other emerging economies, is concerned with reducing the digital divide within the country, so as to employ information and communication technology (ICT) in ways that will be empowering and transformative for the South African population. One of these initiatives was outlined in the White Paper on e-Education (Education White Paper 7, section 2.23, Department of Education (DoE), 2004), which stipulated as a goal, that every teacher and learner ought to be ICT capable by 2013
It has been argued that one of the main reasons for this was the largely techno-determinist view adopted by the government, where the provision of physical access to ICT infrastructure was considered to be adequate for creating the shift to ICT capable learners and teachers (Xiao, Califf, Sarker & Sarker, 2013)

Summary

Introduction

South Africa is listed amongst the emerging economies of the world and is the highest ranked emerging economy in Africa (Grant Thornton International Ltd., 2015). South Africa, like other emerging economies, is concerned with reducing the digital divide within the country, so as to employ ICT in ways that will be empowering and transformative for the South African population. One of these initiatives was outlined in the White Paper on e-Education (Education White Paper 7, section 2.23, Department of Education (DoE), 2004), which stipulated as a goal, that every teacher and learner ought to be ICT capable by 2013. The literature review concludes with an exploration of international and local research on teachers’ attitudes towards ET

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Conclusion