The effectiveness of Information and Communication Technologies (ICTs) in teaching and learning in high schools in Eastern Cape Province

Oa Ojo,Eo Adu

doi:10.15700/saje.v38ns2a1483

Abstract

The effectiveness of the use of information and communication technologies (ICTs) in teaching and learning is germane to the recent educational innovations in South Africa. The study examined the level of availability and utilisation of ICT facilities by teachers and students in high schools in Eastern Cape Province, South Africa as well as the factors influencing and challenging its effectiveness. A random sampling technique was adopted to select a sample of 600 (450 students and 150 teachers) for the study. Four research questions were answered with the aid of self-developed instruments tagged Teachers’ Questionnaire on Effectiveness of ICTs in Teaching and Learning (TQEICTTL) and Students’ Questionnaire on Effectiveness of ICTs in Teaching and Learning (SQEICTTL). Frequency and a simple percentage were used to analyse the data obtained. It was revealed that the highest available ICT facilities in all selected schools were mobile phones being used by students to download relevant information on their various courses and exchange ideas and knowledge among other students. It was, therefore, recommended that government play an active role in the effectiveness of the use of ICTs by funding ICTs in schools through training and re-training of teachers and exposure of stakeholders to the relevance of the pedagogy relating to the use of ICTs for teaching and learning. Keywords: effectiveness; high schools; Information Communication Technologies (ICTs); learning; South Africa; students; teachers; teaching and learning; utilisation

Highlights

Information and Communication Technologies (ICTs) include but are not limited to electronic machine or devices used to help the teacher achieve the set goals and objectives in teaching and learning within the shortest time
Research Question 1 What is the extent of availability of information and communication technologies (ICTs) facilities by teachers and students in public high schools in Eastern Cape Province, South Africa?
The case of the availability of the laptop was different; the result shows that 74 percent of the teachers have access to a laptop in one way or another, whereas this was only available to 23.78 percent of students

Summary

Introduction

Information and Communication Technologies (ICTs) include but are not limited to electronic machine or devices used to help the teacher achieve the set goals and objectives in teaching and learning within the shortest time. Examples are a video camera, projector, photocopy machine, scanners, and others, which appeal to all the senses and feeling of the students These devices help teachers to communicate effectively to the students in a unique way of understanding that facilitates learning. In a statement by Ali, Haolader and Muhammad (2013), it was described that both the teachers and administrative staff had an imperative passion for the integration of the use of ICTs into teaching and learning during classroom interaction. This idea is promoted where access to information, students’ online registration, proper and soft record keeping of documents, and electronic learning opportunities is unhindered

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