Barriers to sustainable integration of ICT in Pietermaritzburg public secondary schools

International Journal of Research in Business and Social Science (2147-4478), Journal Year: 2025, Volume and Issue: 14(2), P. 342 - 351

Published: March 7, 2025

The integration of Information and Communication Technology (ICT) in education has the potential to enhance teaching learning; however, several barriers hinder its effective adoption South African schools. paper reports on study that examined barrier sustainable ICT Pietermaritzburg public secondary used qualitative interview technique collect data from 20 teachers. Organisation Environment (TOE) framework was as a theoretical framework. findings reveal lack technological pedagogical content knowledge among teachers, high infrastructure support costs, resource constraints, resistance change, theft vandalization equipment significantly impact adoption. Many teachers essential skills, which affects their confidence integrating technology into practices. Financial constraints further limit schools maintaining infrastructure, experienced educators impedes change. Additionally, frequent resources pose serious risk, hampering implementation. To address these challenges, recommends capacity-building initiatives teacher training, increased financial technical for schools, leadership-driven encouragement adoption, targeted awareness campaigns mitigate resistance, strengthened security measures protect equitable distribution bridge digital divide. A strategic collaborative approach is overcoming ensuring

Language: Английский

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Integrating technology in teaching and learning practices: students’ competencies

South African Computer Journal, Journal Year: 2023, Volume and Issue: 35(1)

Published: July 31, 2023

Technology usage in teaching and learning is not a new pedagogical practice the benefits of its adoption are noted literature. However, an area that often neglected when integrating technology into competency level would-be learners or students. This study investigated student levels based on factors such as their prior exposure to computers availability facilitating conditions human technical support. The adopted descriptive approach was quantitative nature. Data collected from 368 students by means questionnaire. Descriptive statistics were obtained through analysis computer-based assessment acceptance model (CBAAM) adopted. results showed provisioning technology-integrated academic environment positively influences use technology. Furthermore, significantly impacts environment.

Language: Английский

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Computer-Based Assessments in Higher Education: Challenges and Remediations

2021 IST-Africa Conference (IST-Africa), Journal Year: 2024, Volume and Issue: unknown, P. 1 - 13

Published: May 20, 2024

Language: Английский

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