Teacher Readiness and Information and Communications Technology (ICT) Use in Classrooms: A South African Case Study
Author(s)
Vuyisile Msila
Affiliation(s)
Institute for African Renaissance Studies, College of Graduate Studies, University of South Africa, Pretoria, South Africa.
Institute for African Renaissance Studies, College of Graduate Studies, University of South Africa, Pretoria, South Africa.
ABSTRACT
Throughout the world, there have been efforts to transform the 21st century classrooms by introducing digital technology. Districts have been preparing their teachers to use ICT in classrooms thus ensuring that their schools are on the right path for globalisation. Recently, in one South African province Gauteng, the Minister of Education announced that from 2015 tablets would be introduced for teachers and learners as the traditional chalkboard would be replaced by digital technology. This qualitative study sought to explore the views of teachers in that (Gauteng) province. Twenty-five teachers from five schools were observed as they used ICT to teach in their classrooms. Semi-structured interviews were also used in soliciting the teachers’ views. The conclusions show that although many teachers are agreeable to change initiatives and innovations in education, ICT can present much uncertainty and the majority are made to feel inadequate. Teachers maintain that without proper training, computers will expose their inadequacies in the classroom. The younger teachers were more tolerant of the changes than their older counterparts who found the introduction of ICT daunting. The study’s conclusions illustrate that the success of digital technology in classrooms will depend more on teacher competence as well as positive attitudes towards ICT.
Throughout the world, there have been efforts to transform the 21st century classrooms by introducing digital technology. Districts have been preparing their teachers to use ICT in classrooms thus ensuring that their schools are on the right path for globalisation. Recently, in one South African province Gauteng, the Minister of Education announced that from 2015 tablets would be introduced for teachers and learners as the traditional chalkboard would be replaced by digital technology. This qualitative study sought to explore the views of teachers in that (Gauteng) province. Twenty-five teachers from five schools were observed as they used ICT to teach in their classrooms. Semi-structured interviews were also used in soliciting the teachers’ views. The conclusions show that although many teachers are agreeable to change initiatives and innovations in education, ICT can present much uncertainty and the majority are made to feel inadequate. Teachers maintain that without proper training, computers will expose their inadequacies in the classroom. The younger teachers were more tolerant of the changes than their older counterparts who found the introduction of ICT daunting. The study’s conclusions illustrate that the success of digital technology in classrooms will depend more on teacher competence as well as positive attitudes towards ICT.
Cite this paper
Msila, V. (2015) Teacher Readiness and Information and Communications Technology (ICT) Use in Classrooms: A South African Case Study. Creative Education, 6, 1973-1981. doi: 10.4236/ce.2015.618202.
Msila, V. (2015) Teacher Readiness and Information and Communications Technology (ICT) Use in Classrooms: A South African Case Study. Creative Education, 6, 1973-1981. doi: 10.4236/ce.2015.618202.
References
[1] Abbott, J. A., & Faris, S. E. (2000). Integrating Technology into Pre-Service Literacy Instructions: A Survey of Elementary Education Students’ Attitudes toward Computers. Journal of Research on Computing in Education, 33, 149-161.
http://dx.doi.org/10.1080/08886504.2000.10782306 [2] Al Harbi, H. E. (2014). Towards Successful Implementation of ICT in Education. Proceedings of the 2014 WEI International Academic Conference, Vienna, 13-15 April 2014, 36-46. [3] Al-Madani, F. M., & Allaafiajiy, I. A. (2014). Teachers’ Professional Development on ICT Use: A Saudi Sustainable Development Model. Proceeding of the 2nd International Conference on Social Sciences Research ICSSR 2014, Kota Kinabalu, Sabah, June 2014. [4] Al Mulhim, E. (2014). The Barriers to the Use of ICT in Teaching in Saudi Arabia: A Review of Literature. Universal Journal of Educational Research, 2, 487-493. [5] Alnahdi, G. (2014). Assistive Technology in Special Education and the Universal Design for Learning. The Turkish Online Journal of Educational Technology, 13, 18-23. [6] Blackberry, G., & Woods, D. (2014). Teachers and Pupils Incorporated: Developing a Co-Constructed Classroom. In S. Younic., M. Leask, & K. Burden. (Eds.), Teaching and Learning with ICT in the Primary School, (pp. 130-141). Oxon: Routledge. [7] Blu Dot (Online). How Are Tablets Changing Africa’s Primary Schools Education?
http://bdot.co.uk/tablets-changing-africas-primary [8] Brink, H. I. (2000). Fundamentals of Research Methodology for Healthcare Professionals. Cape Town: Juta. [9] Carolan, S., Magnin, M., & Kabalu, A. (2014). Sparking a Digital Revolution: Digital & Educational Tools in Fragile and Emerging Learning contexts. Digital Intelligence 2014, Nantes, September 2014. [10] Castano-Munoz, J., Duart, J. M., & Sancho-Vinuesa, T. (2014). The Internet in Face-to-Face Higher Education: Can Interactive Learning Improve Academic Achievement? British Journal of Educational Technology, 45, 149-159.
http://dx.doi.org/10.1111/bjet.12007 [11] Chigona, A., Chigona, W., & Davids, Z. (2014). Educators’ Motivation on Integration of ICTs into Pedagogy: A Case of Disadvantaged Areas. South African Journal of Education, 34, 1-8.
http://dx.doi.org/10.15700/201409161051 [12] Copriady, J. (2014). Self-Motivation as a Mediator for Teachers’ Readiness in Applying ICT in Teaching and Learning. TOJET: The Turkish Online Journal of Educational Technology, 13, 115-123. [13] Curtis, S. (2014). Digital Learning: How Technology Is Reshaping Teaching (Online). The Telegraph.
http://www.telegraph.co.uk/technology/news/11051228/Digital-learning-how-technology-is-reshaping-teaching.html [14] Domalewska, D. (2014). Technology-Supported Classroom for Collaborative Learning: Blogging in the Foreign Language Classroom. International Journal of Education and Development Using Information and Communication Technology, 10, 21-30. [15] Ermeley, Z., Ay, K. M., Alhindawy, M., Omair, O., & Al Ghafery, N. (2014). The Effect of Electronic Teaching on Improving the Level of Some Gymnastic Skills. Life Science Journal, 11, 790-793. [16] Giller, G. (2014). Developing Countries still Far from Closing Digital Divide. Scientific American.
http://blogs.scientificamerican.com/observations/ [17] Hamilton, L., & Corbett-Whittier, C. (2013). Using Case Study in Education Research. Los Angeles, CA: Sage.
http://dx.doi.org/10.4135/9781473913851 [18] Higgins, S. (2014). Does ICT Improve Learning and Teaching in Schools?
http://dysgu.llyw.cymru/docs/learningwales/publications/121122ictlearningen.pdf [19] Jalali, S., Panahzade, V., & Firouzman, A. (2014). Attitude towards Computers and Classroom Management of Language School Teachers. International Journal of Instruction, 7, 1-16. [20] Johannesen, M., Ogrim, L., & Giaever, T. H. (2014). Notion in Motion: Teachers’ Digital Competence. Nordic Journal of Digital Literacy, 9, 300-312. [21] Minty, R., & Pather, E. V. (2014). The Integration of ICTs in the Teaching and Learning of Mathematical Literacy: A Study Conducted in Eight Schools in Gauteng, South Africa. International Journal of Science, Commerce and Humanities, 2, 47-60. [22] Morris, D. (2010). E-Confidence or Incompetence: Are Teachers Ready to Teach in the 21st Century? World Journal on Educational Technology, 2, 141-154. [23] Ndibalema, P. (2014). Teachers’ Attitudes towards the Use of Information Communication Technology (ICT) as a Pedagogical Tool in Secondary Schools in Tanzania: The Case of Kondoa District. International Journal of Education and Research, 2, 1-16. [24] Sabanci, A., & Ozyildirim, G. (2014). The Effect of ICT Usage on the Classroom Management: A Case Study in Language Teaching. International Review of Social Sciences and Humanities, 7, 232-245. [25] Singh, T. K. R., & Chan, S. (2014). Teacher Readiness on ICT Integration in Teaching-Learning: A Malaysian Case Study. International Journal of Asian Social Science, 4, 874-885. [26] Struwig, F. W., & Stead, G. B. (2004). Planning, Designing and Reporting Research. Cape Town: Pearson. [27] Tambunan, H. (2014). Factors Affecting Teachers’ Competence in the Field of Information Technology. International Education Studies, 7, 70-75.
http://dx.doi.org/10.5539/ies.v7n12p70
[1] Abbott, J. A., & Faris, S. E. (2000). Integrating Technology into Pre-Service Literacy Instructions: A Survey of Elementary Education Students’ Attitudes toward Computers. Journal of Research on Computing in Education, 33, 149-161.
http://dx.doi.org/10.1080/08886504.2000.10782306 [2] Al Harbi, H. E. (2014). Towards Successful Implementation of ICT in Education. Proceedings of the 2014 WEI International Academic Conference, Vienna, 13-15 April 2014, 36-46. [3] Al-Madani, F. M., & Allaafiajiy, I. A. (2014). Teachers’ Professional Development on ICT Use: A Saudi Sustainable Development Model. Proceeding of the 2nd International Conference on Social Sciences Research ICSSR 2014, Kota Kinabalu, Sabah, June 2014. [4] Al Mulhim, E. (2014). The Barriers to the Use of ICT in Teaching in Saudi Arabia: A Review of Literature. Universal Journal of Educational Research, 2, 487-493. [5] Alnahdi, G. (2014). Assistive Technology in Special Education and the Universal Design for Learning. The Turkish Online Journal of Educational Technology, 13, 18-23. [6] Blackberry, G., & Woods, D. (2014). Teachers and Pupils Incorporated: Developing a Co-Constructed Classroom. In S. Younic., M. Leask, & K. Burden. (Eds.), Teaching and Learning with ICT in the Primary School, (pp. 130-141). Oxon: Routledge. [7] Blu Dot (Online). How Are Tablets Changing Africa’s Primary Schools Education?
http://bdot.co.uk/tablets-changing-africas-primary [8] Brink, H. I. (2000). Fundamentals of Research Methodology for Healthcare Professionals. Cape Town: Juta. [9] Carolan, S., Magnin, M., & Kabalu, A. (2014). Sparking a Digital Revolution: Digital & Educational Tools in Fragile and Emerging Learning contexts. Digital Intelligence 2014, Nantes, September 2014. [10] Castano-Munoz, J., Duart, J. M., & Sancho-Vinuesa, T. (2014). The Internet in Face-to-Face Higher Education: Can Interactive Learning Improve Academic Achievement? British Journal of Educational Technology, 45, 149-159.
http://dx.doi.org/10.1111/bjet.12007 [11] Chigona, A., Chigona, W., & Davids, Z. (2014). Educators’ Motivation on Integration of ICTs into Pedagogy: A Case of Disadvantaged Areas. South African Journal of Education, 34, 1-8.
http://dx.doi.org/10.15700/201409161051 [12] Copriady, J. (2014). Self-Motivation as a Mediator for Teachers’ Readiness in Applying ICT in Teaching and Learning. TOJET: The Turkish Online Journal of Educational Technology, 13, 115-123. [13] Curtis, S. (2014). Digital Learning: How Technology Is Reshaping Teaching (Online). The Telegraph.
http://www.telegraph.co.uk/technology/news/11051228/Digital-learning-how-technology-is-reshaping-teaching.html [14] Domalewska, D. (2014). Technology-Supported Classroom for Collaborative Learning: Blogging in the Foreign Language Classroom. International Journal of Education and Development Using Information and Communication Technology, 10, 21-30. [15] Ermeley, Z., Ay, K. M., Alhindawy, M., Omair, O., & Al Ghafery, N. (2014). The Effect of Electronic Teaching on Improving the Level of Some Gymnastic Skills. Life Science Journal, 11, 790-793. [16] Giller, G. (2014). Developing Countries still Far from Closing Digital Divide. Scientific American.
http://blogs.scientificamerican.com/observations/ [17] Hamilton, L., & Corbett-Whittier, C. (2013). Using Case Study in Education Research. Los Angeles, CA: Sage.
http://dx.doi.org/10.4135/9781473913851 [18] Higgins, S. (2014). Does ICT Improve Learning and Teaching in Schools?
http://dysgu.llyw.cymru/docs/learningwales/publications/121122ictlearningen.pdf [19] Jalali, S., Panahzade, V., & Firouzman, A. (2014). Attitude towards Computers and Classroom Management of Language School Teachers. International Journal of Instruction, 7, 1-16. [20] Johannesen, M., Ogrim, L., & Giaever, T. H. (2014). Notion in Motion: Teachers’ Digital Competence. Nordic Journal of Digital Literacy, 9, 300-312. [21] Minty, R., & Pather, E. V. (2014). The Integration of ICTs in the Teaching and Learning of Mathematical Literacy: A Study Conducted in Eight Schools in Gauteng, South Africa. International Journal of Science, Commerce and Humanities, 2, 47-60. [22] Morris, D. (2010). E-Confidence or Incompetence: Are Teachers Ready to Teach in the 21st Century? World Journal on Educational Technology, 2, 141-154. [23] Ndibalema, P. (2014). Teachers’ Attitudes towards the Use of Information Communication Technology (ICT) as a Pedagogical Tool in Secondary Schools in Tanzania: The Case of Kondoa District. International Journal of Education and Research, 2, 1-16. [24] Sabanci, A., & Ozyildirim, G. (2014). The Effect of ICT Usage on the Classroom Management: A Case Study in Language Teaching. International Review of Social Sciences and Humanities, 7, 232-245. [25] Singh, T. K. R., & Chan, S. (2014). Teacher Readiness on ICT Integration in Teaching-Learning: A Malaysian Case Study. International Journal of Asian Social Science, 4, 874-885. [26] Struwig, F. W., & Stead, G. B. (2004). Planning, Designing and Reporting Research. Cape Town: Pearson. [27] Tambunan, H. (2014). Factors Affecting Teachers’ Competence in the Field of Information Technology. International Education Studies, 7, 70-75.
http://dx.doi.org/10.5539/ies.v7n12p70