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IDIA2014 Conference
Port Elizabeth, South Africa
3-4 November 2014

The integration of ICTs in marginalized schools in South Africa: Considerations for understanding the perceptions of in-service teachers and the role of training

Kanya Nkula
Rhodes University
Grahamstown
South Africa

Kirstin E.M. Krauss
Rhodes University
Grahamstown
South Africa

Full paper

Abstract

It is well documented that Information and Communication Technologies (ICTs) play an important role in education and that their use is associated with improving student learning and adding value to the curriculum. However, despite the opportunities that ICTs offer, there are still many schools in countries such as South Africa that do not have access to ICTs. Moreover, many of the schools that do have access to ICTs tend to use it in a limited manner and only focus on learning about computers or acquiring ICT skills. In such cases, ICTs are implemented without integration as opposed to implementation with integration, where students use ICTs to learn and where ICTs are an integral part of teaching and learning practices. In this paper the authors explore the complex and challenging concept of ICT integration in marginalized schools. A number of theoretical considerations for ICT integration are discussed. These include barriers to integration, teachers’ pedagogical beliefs, teacher self-efficacy, and knowledge areas for ICT integration. The authors also reflect on ICT integration in a particular project in a rural district in the Eastern Province of South Africa. The paper contributes by offering a framework on essential factors for ICT integration in education in developing situations. This framework incorporates both theoretical considerations and themes that emerged from preliminary fieldwork and the context discovery phases of the project.

Key words

Representational Use, Generative Use, Pedagogical beliefs