Uptake and integration of ICTs for pedagogy in private high schools in Cape Town
Peter Madoda, Agnes Chigona, Cape Peninsula University of Technology, South Africa
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
In most cases private schools are considered having adequate tools for teaching and learning. ICTs are the most common teaching tools being used in the 21st Century and one would assume private schools are leading in technology acquisition and use for teaching and learning. Hence, this study investigates the factors influencing the educator’s uptake of ICTs in private high schools in Cape Town. The study employed qualitative methods to collect data and analyse data to answer the research question for this paper. The results of the study, based on perceptions of teachers and principals from private high schools in Cape Town, show that despite the high level of appreciating the importance of ICT integration in teaching and learning by private high school teachers in Cape Town, there are still critical factors that continue to militate against the effective integration of technology in the classroom. Such factors include lack of skills, limited class time, and lack of teacher motivation. There is therefore a need that school authorities ensure that factors hindering effective uptake and use of instructional technologies are dealt with for effective teaching and learning in the 21st century classrooms
Madoda, P. & Chigona, A. (2019). Uptake and integration of ICTs for pedagogy in private high schools in Cape Town. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1216-1224). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
© 2019 Association for the Advancement of Computing in Education (AACE)