The Impact of Contextual Factors on the Implementation of Government E‐Strategy in Previously Disadvantaged Areas in Cape Town

Abstract

AbstractDespite the fact that it has been established that contextual factors affect implementation of Information and Communication Technology (ICT) projects, there is a dearth of information on how these were addressed in the implementation of the whitepaper on e‐education in schools in previously disadvantaged areas in South Africa. This interpretive study, guided by contextual interaction theory, examines the impact of contextual factors in the implementation of ICT in schools in previously disadvantaged areas. The findings show that the implementation context and the history of the implementers and other issues that are in no way related to the implementation process affect the implementation process and outcomes. The results of this study offer those who carry out ICT in education implementation projects in disadvantaged areas in South Africa and similar contexts elsewhere insights into the Information Systems implementation dynamics.