Investigating the Barriers of ICT use in Teaching and Learning at Public Schools in South Africa

Abstract

Information and Communication Technology (ICT) has reshaped the field of pedagogy in many different ways. The increasing use of ICT tools in teaching and learning cannot be overlooked. Learners who are abreast with technology are independent and relieve overreliance on educators regardless of the geographical distance. ICT is important within the education sector as a means of enhancing the process of teaching and learning in a classroom. Despite the value of effective use of ICT tools, the South African government, having designed the curriculum to support effective ICT use in teaching and learning, and to some extent having provided ICT tools in public schools, there are still challenges in the effective adoption of ICT tools in teaching and learning. The purpose of this study is to investigate the barriers of ICT tools use in teaching and learning and propose guidelines in teaching and learning at public schools. The study used a mixed-method and data was collected from public school teachers through a questionnaire composed of both qualitative and quantitative variables. To gain further insight, educationalists were also interviewed. It was discovered that there are multiple challenges that hinder the adoption of ICT in public schools. Key challenges identified in the study include a lack of ICT relevant skills, lack of ICT infrastructure, poor IT support, lack of efficacy from the level of teachers, and attitude were amongst many other influencers to non compliance. The study recommends that the government adopt an ICT framework that will advocate for unison in ICT policy from all walks of government (district, provincial, and national) and also mandate and incentivize use of ICT by teachers in teaching and learning.