Navigating ICT Challenges and Effects at Rekopantswe Senior Phase Schools: Exploring Teaching and Learning Results

Thapelo Mokgadi; Tshepang Jacob Moloi

doi:10.36312/e-saintika.v9i1.2104

Authors

Thapelo Mokgadi North-West University https://orcid.org/0000-0002-2917-2194
Tshepang Jacob Moloi Cape Peninsula University of Technology https://orcid.org/0000-0003-2596-3084

DOI:

https://doi.org/10.36312/e-saintika.v9i1.2104

Keywords:

ICT Implementation, Teaching and Learning, Formal Training, South African Schools, Technical Resources

Abstract

The effective and sustained use of Information and Communication Technologies (ICTs) is critical to meeting 21stcentury educational demands. ICT integration is no longer merely an enhancement but a fundamental shift that requires active participation from teachers and school management. Despite its potential, ICT adoption in South African schools remains inconsistent, with full-scale integration occurring only after 1994. The integration process is largely affected by challenges such as inadequate teacher training, limited infrastructure, negative attitudes, and insufficient technical support, which hinder sustainable implementation. These challenges affect schools in under-resourced areas, such as those in the Rekopantswe sub-district, where ICT implementation remains inadequate. This study focuses on a critical research gap, exploring the unique challenges impeding integration in senior phase classrooms within the sub-district. A qualitative research approach is employed, using semi-structured interviews, classroom observations, and group discussions with senior-phase teachers and learners in Rekopantswe sub-district schools. Findings reveal that while teachers recognize ICT’s pedagogical benefits, its effective integration is constrained by a lack of formal training, technical resources, and inconsistent institutional support. The study underscores the need for structured professional development programs designed to the contextual needs of teachers and improved infrastructural support to enhance ICT‘s impact on teaching and learning. Through reflections on the barriers, the study adds to the body of knowledge by highlighting strategies to be adopted in fostering ICT integration in less resourced schools, informing policy direction and future research in the field.

Downloads

Download data is not yet available.

References

Adu, E. O. (2016). E-Learning Facilities Usage Assessment by Economic and Management Science (EMS) Teachers in Eastern Cape Province, South Africa. 1738–1744. https://www.learntechlib.org/primary/p/173182/

Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2009). Factors affecting teachers’ use of information and communication technology. International Journal of Instruction, 2(1), 77–104.

Ali, F., Choy, D., Divaharan, S., Tay, H. Y., & Chen, W. (2023). Supporting self-directed learning and self-assessment using TeacherGAIA, a generative AI chatbot application: Learning approaches and prompt engineering. Learning: Research and Practice, 9(2), 135–147. https://doi.org/10.1080/23735082.2023.2258886

Arkorful, V., Barfi, K. A., & Aboagye, I. K. (2021). Integration of information and communication technology in teaching: Initial perspectives of senior high school teachers in Ghana. Education and Information Technologies, 26(4), 3771–3787. https://doi.org/10.1007/s10639-020-10426-7

Barbour, M. K., Grzebyk, T. Q., Grant, M. M., & Siko, J. (2017). The Challenges of Integrating Mobile Technology in the Classroom Examining an iPad Professional Development Project. I-Manager’s Journal on School Educational Technology, 12(3), 22. https://doi.org/10.26634/jsch.12.3.10386

Bolaji, H. O., & Jimoh, H. A. (2022). Usability and Utilization of ICT Among Educational Administrators in Secondary Students in Public School. Indonesian Journal of Educational Research and Technology, 3(2), 97–104. https://doi.org/10.17509/ijert.v3i2.48244

Bosch, C., Goosen, L., & Chetty, J. (Eds.). (2024). Navigating Computer Science Education in the 21st Century. IGI Global. https://doi.org/10.4018/979-8-3693-1066-3

Bozanta, A., & Mardikyan, S. (2017). The Effects of Social Media Use on Collaborative Learning: A Case of Turkey. Turkish Online Journal of Distance Education, 18(1), 96–96. https://doi.org/10.17718/tojde.285719

Braun, V., & Clarke, V. (2021). To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales. Qualitative Research in Sport, Exercise and Health, 13(2), 201–216. https://doi.org/10.1080/2159676X.2019.1704846

Brown, M., McCormack, M., Reeves, J., Brooks, D. C., & Grajek, S. (2020). 2020 EDUCAUSE Horizon Report: Teaching and Learning Edition. EDUCAUSE. https://library.educause.edu/-/media/files/library/2021/4/2021hrteachinglearning.pdf?la=en&hash=C9DEC12398593F297CC634409DFF4B8C5A60B36E

Bush, T. (2021). Assessing successful school leadership: What do we know? Educational Management Administration & Leadership, 49(5), 687–689. https://doi.org/10.1177/17411432211034675

Buzuzi, A. N. (2020). Mathematics Teachers’ integration of technology for pedagogical use in a less affluent High School in the Western Cape [Thesis, Cape Peninsula University of Technology]. https://etd.cput.ac.za/handle/20.500.11838/3033

Cabero-Almenara, J., Llorente-Cejudo, M.-C., & Puentes-Puente, A. (2010). Online students´ satisfaction with blended tearning. Comunicar, 18(35), 149–157. https://doi.org/10.3916/C35-2010-03-08

Comi, S. L., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2017). Is it the way they use it? Teachers, ICT and student achievement. Economics of Education Review, 56, 24–39. https://doi.org/10.1016/j.econedurev.2016.11.007

Dei, D.-G. J. (2018). Assessing the Use of Information and Communication Technology in Teaching and Learning in Secondary Schools. Library Philosophy and Practice (e-Journal). https://digitalcommons.unl.edu/libphilprac/2003

Demirci, A., Karaburun, A., & Ünlü, M. (2013). Implementation and Effectiveness of GIS-Based Projects in Secondary Schools. Journal of Geography, 112(5), 214–228. https://doi.org/10.1080/00221341.2013.770545

Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

Dlamini, R. (2022). Factors constraining teacher integration of ICT in Gauteng schools. The Independent Journal of Teaching and Learning, 17(2), 28–43. https://doi.org/10.10520/ejc-jitl1-v17-n2-a3

Dolezal, D., Posekany, A., Ambros, R., Koppensteiner, G., & Motschnig, R. (2022). Technology-Enhanced and Student-Centered Learning as a Method to Foster Students’ ICT Competence and Problem Coping Skills. 2022 IEEE Frontiers in Education Conference (FIE), 1–8. https://doi.org/10.1109/FIE56618.2022.9962721

Doringin, F., & Oktriono, K. (2019). The Challenges of Implementing Online Learning in Secondary Education. 2019 IEEE International Conference on Engineering, Technology and Education (TALE), 1–4. https://doi.org/10.1109/TALE48000.2019.9226036

Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e-Learning during COVID-19 pandemic. Computer Networks, 176, 107290. https://doi.org/10.1016/j.comnet.2020.107290

Garlinska, M., Osial, M., Proniewska, K., & Pregowska, A. (2023). The Influence of Emerging Technologies on Distance Education. Electronics, 12(7), 1550. https://doi.org/10.3390/electronics12071550

Gillwald, A., Mothobi, O., & Rademan, B. (2018). The state of ICT in South Africa (Policy Paper No. No. 05; Series 05; Assessing Digital Inequality in Africa). Research ICT Africa. https://researchictafrica.net/research/state-of-ict-in-south-africa/

Goodwin, K. (2012). Use of tablet technology in the classroom. NSW Department of Education and Communities. https://docs.edtechhub.org/lib/LV4CLWTE

Guest, G., Bunce, A., & Johnson, L. (2006). How Many Interviews Are Enough?: An Experiment with Data Saturation and Variability. Field Methods, 18(1), 59–82. https://doi.org/10.1177/1525822X05279903

Haarala-Muhonen, A., Myyry, L., Pyörälä, E., Kallunki, V., Anttila, H., Katajavuori, N., Kinnunen, P., & Tuononen, T. (2023). The impact of pedagogical and ICT training in teachers’ approaches to online teaching and use of digital tools. Frontiers in Education, 8, 1223665. https://doi.org/10.3389/feduc.2023.1223665

Hasbullah, N. H., Rahmatullah, B., Mohamad Rasli, R., Khairudin, M., & Downing, K. (2022). Google meet usage for continuity and sustainability of online education during pandemic. Journal of ICT in Education, 9(2), 46–60. https://doi.org/10.37134/jictie.vol9.2.4.2022

Kabooha, R., & Elyas, T. (2018). The Effects of YouTube in Multimedia Instruction for Vocabulary Learning: Perceptions of EFL Students and Teachers. English Language Teaching, 11(2), 72. https://doi.org/10.5539/elt.v11n2p72

Kassutto, S. M., Baston, C., & Clancy, C. (2021). Virtual, Augmented, and Alternate Reality in Medical Education: Socially Distanced but Fully Immersed. ATS Scholar, 2(4), 651–664. https://doi.org/10.34197/ats-scholar.2021-0002RE

Kusmaryono, I., Jupriyanto, J., & Kusumaningsih, W. (2021). A Systematic Literature Review on the Effectiveness of Distance Learning: Problems, Opportunities, Challenges, and Predictions. International Journal of Education, 14(1), 62–69. https://doi.org/10.17509/ije.v14i1.29191

Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79–105. https://doi.org/10.1080/09523987.2018.1439712

Leask, M., & Pachler, N. (Eds.). (2013). Learning to Teach Using ICT in the Secondary School: A companion to school experience (3rd ed.). Routledge. https://doi.org/10.4324/9780203124208

Li, D., & Jing, H. (2023). Innovation of the Teaching Mode of History Courses in Colleges and Universities Based on Digital Technology: International Journal of Web-Based Learning and Teaching Technologies, 18(2), 1–12. https://doi.org/10.4018/IJWLTT.320246

Lim, F. V., & Tan-Chia, L. (2022). Designing Learning for Multimodal Literacy: Teaching Viewing and Representing (1st ed.). Routledge. https://doi.org/10.4324/9781003258513

Lin, J. M., Wang, P., & Lin, I. (2012). Pedagogy * technology: A two?dimensional model for teachers’ ICT integration. British Journal of Educational Technology, 43(1), 97–108. https://doi.org/10.1111/j.1467-8535.2010.01159.x

Mahlo, L., & Waghid, Z. (2022). Examining information and communication technology use in public primary schools in South Africa from the capability approach. The Journal for Transdisciplinary Research in Southern Africa, 18(1). https://doi.org/10.4102/td.v18i1.1201

Maiti, M., & Priyaadharshini, M. (2024). Evaluation of the experiences of learners and facilitators with ICT within the realm of higher education. Cogent Education, 11(1), 2355377. https://doi.org/10.1080/2331186X.2024.2355377

Medina Herrera, L. M., Juárez Ordóñez, S., & Ruiz-Loza, S. (2024). Enhancing mathematical education with spatial visualization tools. Frontiers in Education, 9, 1229126. https://doi.org/10.3389/feduc.2024.1229126

Mentz, E., & De Beer, B. J. J. (2021). Cultural-Historical Activity Theory as a Lens in Mixed Methods Research on Self-Directed Learning. South African Journal of Higher Education, 35(5), 163–183. https://doi.org/10.2853/35-5-4364

Mereku, D. K., & Mereku, C. W. K. (2015). Congruence Between the Intended, Implemented, and Attained ICT Curricula in Sub-Saharan Africa. Canadian Journal of Science, Mathematics and Technology Education, 15(1), 1–14. https://doi.org/10.1080/14926156.2014.992555

Mihai, M. A. (2020). The use of interactive whiteboards in urban Gauteng classrooms. Perspectives in Education, 38(2), 318–336. https://doi.org/10.18820/2519593X/pie.v38.i2.21

Miller, R., & Kumar, S. (2022). Analysis of faculty use and perceptions of ICT: Planning for effective professional development at a Japanese HEI. SN Social Sciences, 2(8), 132. https://doi.org/10.1007/s43545-022-00454-0

Mohamad, A. I., Rahmatullah, B., Ibrahim, L. F. M., Saari, E. M., & Downing, K. J. (2022). Exploring Parents Perception Of Online Learning Through A Systematic Literature Review. Borneo International Journal eISSN 2636-9826, 5(1), Article 1.

Msimanga, M. R. (2019). Managing the use of resources in multi-grade classrooms. South African Journal of Education, 39(3), 1–9. https://doi.org/10.15700/saje.v39n3a1599

Mugani, P. (2020). The pedagogical impact of smart classrooms on teaching and learning of grade 11 in the Tshwane South District [Thesis, University of South Africa]. https://www.semanticscholar.org/paper/The-pedagogical-impact-of-smart-classrooms-on-and-Mugani/a74e9a6b984d5411d75f36645c7b35318a9caf95

Murungi, C. G., & Gitonga, R. K. (2015). Active Learning with Technology Tools in the Blended/Hybrid Classes. In J. Keengwe (Ed.), Handbook of Research on Educational Technology Integration and Active Learning (pp. 346–357). IGI Global. https://doi.org/10.4018/978-1-4666-8363-1

Murungi, C. G., Mwoma, T., & Ashiono, B. (2018). Supporting teachers in their use of ICT in teaching mathematics: What kind of support is necessary and when is it required? International Journal of Pregnancy & Child Birth, 4(6). https://doi.org/10.15406/ipcb.2018.04.00135

Mwapwele, S. D., Marais, M., Dlamini, S., & Van Biljon, J. (2019). Teachers’ ICT Adoption in South African Rural Schools: A Study of Technology Readiness and Implications for the South Africa Connect Broadband Policy. The African Journal of Information and Communication (AJIC), 24. https://doi.org/10.23962/10539/28658

Ndlovu, N. S. (2016). The pedagogical integration of ICTs by seven South African township secondary school teachers [Doctoral Dissertation, University of the Witwatersrand]. http://hdl.handle.net/10539/20692

Ngodu, A., Ndibalema, P. M., & William, F. (2024). Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools. Educational Technology Quarterly, 2024(1), 20–37. https://doi.org/10.55056/etq.704

Nhete, T., Sithole, B. M., & Solomon, G. E. (2016). Pedagogy with interactive whiteboards: Perspectives of business education teachers. Journal of Emerging Trends in Educational Research and Policy Studies, 7(3), 194–203. https://doi.org/10.10520/EJC196816

Nkula, K., & Krauss, K. E. M. (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. ICTs for Inclusive Communities in Developing Societies, 241–261. https://www.semanticscholar.org/paper/The-integration-of-ICTs-in-marginalized-schools-in-Nkula/fe97787670ff6b4c33c5eb74602355857529f8f5

Ojo, O., & Adu, E. (2018). The effectiveness of Information and Communication Technologies (ICTs) in teaching and learning in high schools in Eastern Cape Province. South African Journal of Education, 38(Supplement 2), 1–11. https://doi.org/10.15700/saje.v38ns2a1483

Pantuwong, N., Chutchomchuen, N., & Wacharawisoot, P. (2016). Interactive topography simulation sandbox for geography learning course. 2016 8th International Conference on Information Technology and Electrical Engineering (ICITEE), 1–4. https://doi.org/10.1109/ICITEED.2016.7863262

Quyen, B. T. T. (2020). English majors’ perceptions of their teachers’ use of ICT in teaching of Listening-Speaking courses at Ho Chi Minh City Open University. Ho Chi Minh City Open University Journal of Science – Social Sciences, 10(2), 68–77. https://doi.org/10.46223/HCMCOUJS.soci.en.10.2.550.2020

Robinson, O. C. (2014). Sampling in Interview-Based Qualitative Research: A Theoretical and Practical Guide. Qualitative Research in Psychology, 11(1), 25–41. https://doi.org/10.1080/14780887.2013.801543

Roslin, A. R., Rahmatullah, B., Zain, N. Z. M., Purnama, S., & Yas, Q. M. (2022). Online Learning for Vocational Education: Uncovering Emerging Themes on Perceptions and Experiences. Journal of Vocational Education Studies, 5(1), 1–15. https://doi.org/10.12928/joves.v5i1.6097

Salam, S., Zeng, J., Pathan, Z. H., Latif, Z., & Shaheen, A. (2018). Impediments to the Integration of ICT in Public Schools of Contemporary Societies: A Review of Literature. Journal of Information Processing Systems, 14(1), 252–269. https://doi.org/10.3745/JIPS.04.0062

Saputra, D. B., Puspa, A., Haryana, L., & Muswari, R. (2024). An investigation of the use of information and communication technology in secondary schools: Teachers’ voices. English Learning Innovation, 5(1), 74–85. https://doi.org/10.22219/englie.v5i1.30357

Sattar, M. U., Palaniappan, S., Lokman, A., Hassan, A., Shah, N., & Riaz, Z. (2019). Effects of Virtual Reality training on medical students’ learning motivation and competency: Medical students’ learning motivation & competency. Pakistan Journal of Medical Sciences, 35(3). https://doi.org/10.12669/pjms.35.3.44

Shambare, B., Simuja, C., & Olayinka, T. A. (2022). Educational Technologies as Pedagogical Tools: Perspectives From Teachers in Rural Marginalised Secondary Schools in South Africa. International Journal of Information and Communication Technology Education, 18(1), 1–15. https://doi.org/10.4018/IJICTE.307109

Sudin, I. A. A., Rahmatullah, B., Abdullah, M. F. W., Tamrin, K. F., Khairudin, M., & Yahya, S. R. (2022). Kajian tinjauan literatur sistematik terhadap pendedahan pelajar universiti kepada percetakan 3D sebagai persediaan ke industri. Journal of ICT in Education, 9(1), 48–60. https://doi.org/10.37134/jictie.vol9.1.5.2022

Suleiman, M. M., Yahya, A. T., & Tukur, M. (2020). Effective Utilization of ICT Tools in Higher Education. Journal of Xidian University, 14(9), 588–594. https://doi.org/10.37896/jxu14.9/061

Tamim, R. M., Borokhovski, E., Pickup, D., & Bernard, R. M. (2015). Large-Scale, Government-Supported Educational Tablet Initiatives. Commonwealth of Learning. http://hdl.handle.net/11599/809

Tarraga-Minguez, R., Suarez-Guerrero, C., & Sanz-Cervera, P. (2021). Digital Teaching Competence Evaluation of Pre-Service Teachers in Spain: A Review Study. IEEE Revista Iberoamericana de Tecnologias Del Aprendizaje, 16(1), 70–76. https://doi.org/10.1109/RITA.2021.3052848

Tigere, M. T., & Netshitangani, T. (2022). School management teams’ perceptions of ICT integration in township and rural secondary schools of KwaZulu-Natal, South Africa: Infrastructure challenges. Gender and Behaviour, 20(3), Article 3.

Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies, 28(6), 6695–6726. https://doi.org/10.1007/s10639-022-11431-8

Tondeur, J., van Keer, H., van Braak, J., & Valcke, M. (2008). ICT integration in the classroom: Challenging the potential of a school policy. Computers & Education, 51(1), 212–223. https://doi.org/10.1016/j.compedu.2007.05.003

UNESCO. (2017). Education for Sustainable Development Goals: Learning objectives. UNESCO. https://doi.org/10.54675/CGBA9153

Vakaliuk, T. A., Spirin, O. M., Lobanchykova, N. M., Martseva, L. A., Novitska, I. V., & Kontsedailo, V. V. (2021). Features of distance learning of cloud technologies for the organization educational process in quarantine. Journal of Physics: Conference Series, 1840(1), 012051. https://doi.org/10.1088/1742-6596/1840/1/012051

Vandeyar, T. (2015). Policy intermediaries and the reform of e?Education in S outh A frica. British Journal of Educational Technology, 46(2), 344–359. https://doi.org/10.1111/bjet.12130

Waghid, Y., & Davids, N. (Eds.). (2018). African Democratic Citizenship Education Revisited. Springer International Publishing. https://doi.org/10.1007/978-3-319-67861-0

Whitehead, B. M., Jensen, D., & Boschee, F. (2013). Planning for technology: A guide for school administrators, technology coordinators, and curriculum leaders (Second edition). Corwin, a Sage Company.