Open access peer-reviewed chapter
Abstract
This study aimed to investigate the integration of Information Communication Technology (ICT) during the teaching and learning encounter in the Eastern Cape province of South Africa. The study employed a qualitative approach guided by a case study design. The population of the study comprised teachers of one secondary school and its feeder schools in the OR Tambo inland district. The sample size for this study was three principals and nine computer teachers of the senior secondary school and its two feeder schools. An open-ended interview schedule was used for the face-to-face, in-depth interviews on the extent of the implementation of computer integration into teaching and learning in the selected schools in the OR Tambo inland district. Schools must enable a culture of computer-integrated teaching and learning to meet diverse needs. ICT integration training, competence and appropriate software and materials need to be attended to in a considerable way.
Keywords
- ICT
- integration
- teaching
- learning
- computer-integrated teaching
1. Introduction
Supporting school teachers to integrate technology into schools’ self-efficacy can have a significant impact on future success and the proper use of technology within the school system for cognitive learning [1]. Klein and Richard [2] accentuate the phenomenon of the digital divide, which is conceived as ‘a situation where some populations have access to ICTs while others have very little or no access at all which can impact negative on cognitive skills’. Mietule et al. [3] also assert that the use of ICTs in education is hoped to expand education to remote places and, consequently, help bridge the digital divide and thus enable positive metacognition, especially when adopting ICTs in teaching and learning. The twenty-first-century society is driven and shaped by computers, and thus, cognitive learning in chronicling ICT in teaching and learning is core. This has a huge impact on the way people live in modern society. For example, ICT has literally changed the way we study, work, entertain ourselves, conduct our business affairs, find information, etc. The present researcher developed an interest in this study to explore more on the selected schools which are still underprivileged and have limited computer facilities to implement computer-integrated teaching and learning.
Information technology can take over the traditional presentational and organisational roles of teachers. This has implications for both teachers and learners; it can provide an additional or alternative source of knowledge and information, which may reduce the dependency of learners on the teacher. The integration of computers into teaching and learning in schools will free up the teacher’s time and enhance students’ repertoire of learning skills; the integration will also enable greater student autonomy. This would also allow students to maximise their active role in learning.
Although computer integration has been implemented to rectify the past, most schools in the deep rural areas of the Eastern Cape Province of South Africa are still under-resourced as compared to schools in the urban areas. Hassan and Mirza [4], in their paper about digital literacy in Teachers of the Schools of Rajouri, reflect that there is no doubt that Information Communication and Technology can aid the instructional process and facilitate learners learning in the classrooms as metacognition in ICT adoption is carried through. This chapter, therefore, intends to investigate the integration of ICT during the teaching and learning encounter in the Eastern Cape province of South Africa.
2. Literature review
Around the world, globalisation and the increasing spread of ICTs have had an immense impact on all spheres of life, including education [5]. However, due to different levels of development, different countries across the globe have varying levels of capacity to take advantage of ICTs. In general, developed countries, such as the United States, countries in West Europe and countries in the East, can harness the potential of ICTs for both economic and social purposes (including educational development), whereas developing countries in South America and Africa are struggling to embrace the same technologies. The concept of the digital divide is often used to describe this phenomenon [6]. Africa is a developing continent. The lack of a developing infrastructure for information and communication technologies is widening the gap between Africa and the rest of the world [7]. In response to this underdevelopment, Jiboku and Osifo [8] argue that Africa has adopted a renewal framework, the New Partnership for Africa‘s Development (NEPAD), which identifies ICTs as central in the struggle to reduce poverty on the continent. Padayachee [9] argues that ICTs have the potential to overcome barriers causing social and geographical isolation, increase access to information and education, and enable the poor to participate, making an impact on their lives. With the advent of democracy in South Africa, the adoption of the country’s new constitution provides a basis for curriculum transformation and development [10]. The constitution states that everyone has the right to further education, which the state, through reasonable measures, must make progressively available and accessible. However, more than 10 years into the new democracy, the legacy of apartheid continues to be felt in the education system [11]. In the apartheid regime, institutions were built under the previous administration on the basis of race, and apartheid theory and structural inequality were pervasive. As a result of the unequal distribution of resources, historically black schools are frequently under-resourced, whereas so-called historically white schools are frequently equipped with full-fledged resources. This situation negatively impacts on the quality of teaching and learning to the extent that employers and the higher education (HE) sector have no confidence in the programmes offered in further education and training (FET) institutions. In addition, how the official curriculum is delivered also needs to be addressed. Many teachers regard themselves as the only bearers of knowledge and, therefore, rely on teaching methods that do not engage learners in active learning. Teachers are often also preoccupied with the race to complete the syllabus in preparation for the examinations, resulting in learners’ prior knowledge not being acknowledged sufficiently. The ultimate result is learning experiences that are uninspiring. The Thintana project aims to make educators computer-literate through School Net [12]. The Thintana I-Learn project operates in Gauteng, the Northwest, Kwa-Zulu Natal, the Eastern Cape, the Northern Cape, Mpumalanga and the Free State. Stilwell, C. Bel [13], in their paper on Information Needs of Learning at Emzamweni High School, Inadi, South Africa, provides an explanation that the Thintana project equips schools with infrastructure and technical programmes. So far, it has equipped more than 200 schools all over South Africa [14]. Thintana trains trainers in all provinces. They also conducted a mentoring course that trained 141 mentors. The Intel Project is an organisation that impacts free teaching and learning resources for learners worldwide [15]. Intel Corporation has invested over $1 billion worldwide in this education initiative. Intel enables the design and delivery of innovative technology solutions [16]. Intel offers classroom tools and resources that integrate technology to better equip learners with twenty-first-century skills. Interactive Learning provides quality multi-media learning resources free to students and teachers throughout the UK, Ireland and a few other countries, emphasising math and science from Grades 7 to 12. It also provides educational technology solutions by giving information on how schools can improve the quality and delivery costs of educational services through these solutions. At the OR Tambo inland schools in the Eastern Cape, the purpose of the Intel Project is to take computers to classrooms and teach academic subjects using computers. The vision of one of the selected schools in OR Tambo inland was to provide quality education to learners from Grade 10 to Grade 12, to uplift and empower them to play a responsible and meaningful role in society, both nationally and internationally. The researcher should see from the vision of one of the selected schools in OR Tambo inland to provide quality education to learners from Grade 10 to Grade 12. The school is committed to computer-assisted education, as providing students with opportunities for acquiring computer literacy skills was one of the primary objectives of the selected schools. To this end, those schools plan to introduce computer science as an academic subject for Grades 10–12 as part of their 2030 vision. The principal and staff are dedicated to these ideas, striving to give their best, providing the best opportunities and life experiences, and acting in a manner that is professional and caring. It is envisaged that on a weekly basis, learners from Grades 10 to 12 will have to attend compulsory one-hour computer classes, but this has not yet been implemented due to a lack of resources. In South Africa, as far as improving the quality of life of citizens is concerned, e-education assumes a pivotal role [17]. According to the draft white paper on e-education, it is about connecting learners and teachers and providing professional support services and platforms for learning. The South African education system is now undergoing dramatic changes [18]. The previous education system was ill-suited to the needs of its children. During the last few years, however, both the government and private organisations have come forward to make our education system a modern one. The government’s Draft White Paper on e-Education has highlighted the contributions made by some organisations towards the South African education system [19]. This chapter will adopt the evolutionary model of the integration of computer-assisted education, as shown in Figure 1. An evolutionary model of the integration of computer-assisted learning with four phases is demonstrated in Figure 1. The integration of computer-assisted education is neither computer literacy nor computer awareness. It means using the computer which is the best medium to support the learning goal [20]. Ran and Secada [21] aver that integrating computer-assisted education implies a move towards a different kind of teaching. A whole-school awareness looks at the aims of general secondary education: meeting new demands of society in students skills, reforming the curriculum, training teachers in new skills, internal school organisation, hardware provision and maintenance, stabilising funding policies, support by technical staff, equity of access for all students, software development and provision, development and provision of complementary materials, and copyright policies of software.
Figure 1.
This evolutionary model represents a gradual progression from conventional teaching methods towards a sophisticated integration of technology and metacognitive strategies in education.
3. Methodology
In this research, the qualitative method of research was used. The primary goal of the researcher using this approach was to define, describe, interpret and understand the behaviours of the participants regarding the extent of implementation of computer integration into teaching and learning in selected schools in the Mthatha District. The researcher mainly used the qualitative research method of data collection. Hennink et al. [22] point out that when the researcher is interested in seeking to investigate a phenomenon that requires more descriptive data, the qualitative research method is usually used. It employs strategies of inquiry that involve collecting data to the best of a research problem. The qualitative research method is used as a major form of collecting data. The qualitative research design used in this study is a case study. Case study research provides a unique example of real people in real situations, enabling readers to understand ideas more clearly than by simply presenting them with abstract theories or principles [23]. The population for this study comprised all 15 teachers of one selected secondary school and 32 teachers of the selected junior secondary schools. The researcher used face-to-face, in-depth interviews. The interviews were used to gather in-depth information about the viewpoints and opinions of the respondents regarding the extent of implementation of computer integration into teaching and learning in selected schools in the Mthatha District. Archibald et al. [24] highlight that qualitative interviews may be used either as the primary strategy for data collection or in conjunction with observation, document analysis or other techniques. The researcher initially sought permission from the respondents to use an audiotape to collect data from them. The respondents agreed to take part in the study by signing informed consent forms to document their consent to participate in the study. The participants were interviewed, and their voices were captured through the use of an audiotape. Each interview took place at either the principal‘s office or the deputy principal‘s office, depending on the venue that was allocated to the researcher by the individual school management teams. These offices were used because of the quiet and comfortable environments they provided for the interviews. The researcher started the individual interview by establishing rapport with each of the interviewees. An explanation was given to each of the interviewees that the purpose of the interview was to investigate the integration of information and communication technology during the teaching and learning encounter in the Eastern Cape, South Africa. Hubbard [25] states that qualitative analysis involves working with data, organising it, breaking it into manageable units, synthesising it and searching for patterns. A qualitative data analysis process was followed to treat and analyse the data.
About 83% (10) of the participants highlighted the following as the ways in which computers assist them in the teaching and learning processes in the classrooms: teachers use computers for investigating issues concerning teaching and learning in their learning areas; teachers use computers to assist them in setting questions for tests and examinations and teachers also use the Internet to surf and download question papers for classroom practices. The above is supported by the following excerpts. Respondent 1 (Principal): teachers use computers to set questions for class tests and to also do investigations on the Internet.
Seven participants (58%) clearly stated that learners in their classrooms did not use computers in the learning and teaching process in their schools. That is, only the teachers used the computers to type question papers. These participants also highlighted the point that learners did not use computers in the schools because there was no one with the skills or who was computer literate to teach them. The following examples support this:
All 12 participants (100%) listed the following as the main reasons for the positive impact of computers on modern ways of teaching and learning in classrooms: computers help learners to do research and work independently of their teachers; computers help teachers and management to store and save important information about learners and teaching for future retrieval; computers make teaching and learning simple; computers also help both teachers and learners to access the world out there; the use of computers is easy and uses less time-consuming papers and resources. The excerpts below support these:
Question 1d: What is the state of the availability of computer facilities for both teachers and learners in this school?
Ten out of 12 participants (83%) said their schools only had a few computers (e.g., only four computers for a whole school), and this number was insufficient; in addition, there were no Internet facilities. This is supported by the following examples of responses:
All 12 participants (100%) attested to this statement, that is, rural schools were less empowered compared to schools in urban areas in terms of computer integration and availability. These participants went as far as to say that the government had ignored their schools and was not concerned about rural schools, and as such, no computer facilities were available in the rural schools for integration. They stated that most teachers become computer literate at tertiary institutions but cannot use these skills in rural schools because of a lack of computer facilities. The following comments support these views:
About 83% of the participants claimed there had never been any assistance from the Department of Education to integrate computers into teaching and learning in the schools, and that was ignorance on the part of the Department of Education. The following excerpts support this:
Seven of the participants (58%) stated that there were plans to introduce computer-integrated learning in their schools and to employ an IT teacher, but the impediments were that there were neither computer facilities in the schools nor support from the department or other organisations. The examples below support this:
Five of the participants (42%) said there were signs of resistance and mentioned ignorance on the part of teachers who did not want to integrate computer-managed learning into their classes. Others said they did not want to be carrying around laptops (belonging to the department), which do not belong to them, and that the lack of computer facilities also contributed to teachers’ reluctance and resistance to integrating computers into their schools. These participants also highlighted the view that some teachers claimed the use of laptops and overhead projectors in class was a waste of time because of the limited time per module in the class.
The following comments support the above opinions:
All 12 participants (100%) mentioned the following as challenges faced by schools in implementing computer integration into the classrooms: lack of computer facilities and resources; lack of funds to buy computers and to train staff; lack of support from the department; lack of Internet facilities and the high cost of connecting to the Internet; software programmes; teachers’ work overload and limited time; theft; lack of workshops and training in IT. The following excerpt supports this:
4. Discussion
The findings revealed that the principals and the computer teachers had an understanding of the purpose of the research. They were honest in their responses. The main findings and themes are illustrated in Figure 2; the following will be the discussion.
Figure 2.
Qualitative themes that serve as a framework for understanding the nuanced impacts, challenges, and opportunities associated with funding for metacognitive strategies in education, providing valuable insights into their effectiveness and potential areas for improvement.
Computers have a positive impact in schools: they help learners do research and work independently of their teachers. They also help teachers and school managers store and save important information about learners and teaching. They are administrative tools. Schools had insufficient computers. Rural schools were less empowered as compared to schools in urban areas in terms of computer integration and availability. The Department of Basic Education (DBE) has ignored rural schools, and as such, no computer facilities were available in the rural schools for integration.
There had been hardly any training for teachers in computer integration in these schools by the Department of Education or any other organisation. There had, however, been training for a few teachers in integrating computers into teaching and learning, but there were no computer facilities for these teachers at schools to implement the skills and knowledge they had acquired. There were plans to introduce computers, but there were no computer facilities in the schools and no support from the Department of Education or other organisations. Schools lacked funds to purchase computers, and the DOE did not want to assist the schools. Many teachers were ignorant about computer integration into their classrooms. Teachers did not want to be carrying DOE laptops around. The lack of computer facilities contributed to teacher’s reluctance and resistance to integrating computers into their schools. Teachers claimed the use of laptops and overhead projectors in class was a waste of time because lessons were too short.
4.1 Strategies that hold promise for improving school principals to guide rural education reform in implementing computers in teaching and learning
The challenges faced by schools in implementing computer integration into the classrooms were: lack of developing infrastructure for information and communication technologies is widening the gap between Africa and the rest of the world [7]; lack of computer facilities and resources; the complaint brought was that school principals are not guiding rural education reform in the implementation of computer-integrated education; therefore, practical strategies are to be brought to aid this venture. Lack of funds to buy computers and to train staff; therefore, Masum et al. [6] reflect that the concept of the digital divide is often used to describe the phenomenon guiding rural education reform in the implementation of computer-integrated education. Principals must aid in ensuring that rural reform in adopting ICTs is not compromised. There is a lack of support from the department; therefore, principals are the only trusted stakeholders in schools in channelling this to the ICT section of the basic education department to eliminate concerns that, more than ten years into the new democracy, the legacy of apartheid continues to be felt in the education system [11]. In this challenge, principals are to adopt strategies for the establishment of ties with the Department of Communication, but a guide on how each school principal will aid rural education reform in the implementation of Internet facilities in teaching and learning needs to be drawn. High cost of connecting to the Internet, teachers’ work overload, lack of computer laboratories and lack of trained teachers to handle computer-integration implementations in schools; with regard to this, the researcher’s view is if school principals are equipped with strategies for improving rural education reform in implementing computers in teaching and learning by their respective education specialist then ICT enhanced teaching and learning in schools will not be compromised this aligned researchers highlighting that South African education system is now undergoing dramatic changes [18].
4.2 Metacognition and instilling the culture of technology in schools
It is important to know that computers are efficient classroom tools that can enhance education if used to benefit student learning and achievement, Ran and Secada [21] aver that integrating computer-assisted education implies a move towards a different kind of teaching. Integrating technology and education provides students with a global approach to learning and communicating. This book chapter, however, revealed that very few teachers used computers in the schools to assist in the teaching and learning process in the classrooms. Padayachee [9] argues that ICTs have the potential to overcome barriers causing social and geographical isolation, increase access to information and education, and enable the poor to participate, making an impact on their lives. A teacher had this to say: teachers do not use computers for teaching and learning in class. There had been hardly any training for teachers in computer integration in these schools by the Department of Education or any other organisation. Learners in schools did not use computers in the learning and teaching process in the geographical area where the study was conducted. The study revealed that the teachers used the computers to type question papers for the classes. The book chapter also revealed that learners did not use computers in the schools because of a lack of skills, and few were sufficiently computer literate to teach others in the schools.
Learners in this school do not use computers because they are not computer literate. This sentiment was expressed by a teacher and highlighted the absence of skills required to teach learners to use computers. The researcher’s opinion is that instilling the culture of technology in schools through amending school policies and being informed by an educational white paper on e-education in terms of how teachers are to utilise the school ICTs that are rollout by the Department of Education and monitoring of how those policies are implemented in school can instil the culture of technology-enhanced teaching in schools.
4.3 Rural schools lack computer-integrated skills
Schools had insufficient computers, and existing computers were not connected to the Internet. This was what a teacher had to say: a few computers are not in good condition, and these too are not connected to the Internet. The most common reason for not implementing technology-integrated lessons was that the necessary computers were not available regardless of pivotal role and benefit metacognition by using ICT to aid in twenty-first-century learning. Heimbürger et al. [17] noted that in South Africa, as far as improving the quality of life of citizens is concerned, e-education assumes a pivotal role. The most common reasons given for not implementing a technology-integrated lesson in most schools were that the necessary computers were not available, software was not available, there was no Internet connection, there was too little preparation time, and there was a lack of technical and administrative support.
4.4 ICT integration training, competence, equipment and appropriate software and materials
The challenges faced by schools in implementing computer integration in the classrooms appeared to be a lack of computer facilities and resources, a lack of funds to buy computers and train staff, a lack of support from the DOE, a lack of Internet facilities, and the high cost of connecting to the Internet. Teachers complained of work overload, a lack of computer laboratories, a lack of trained IT teachers to handle computer integration implementations in schools, a limited time possibility of theft, and a lack of workshops and training in IT. Mietule et al. [3] also assert that the use of ICTs in education is hoped to expand education to remote places and, consequently, help bridge the digital divide and thus enable positive metacognition, especially when adopting ICTs in teaching and learning. The department is not ready to furnish the schools with computers; there are no computer laboratories, and there is a lack of trained teachers to handle computer integration implementations in schools. This view was from a teacher.
4.5 Adoption of information and communication technology in teaching and learning activities
There had not been training for teachers in computer integration by the DOE or any other organisation in the schools. A principal had this to say: there has not been training for both teachers and learners yet, so they need to be trained. A teacher had this to say: it is the wish of the department, but they do not assist in this school. Bahrini and Qaffas [7] assert that the lack of a developing infrastructure for information and communication technologies is widening the gap between Africa and the rest of the world. It is important to highlight that few teachers have been trained to integrate computers into their teaching and learning processes, and in fact, there are no computer facilities for these teachers to implement their skills and knowledge. There are some teachers who went for training, but practising the skills is where the challenge is. This was from a teacher.
5. Metacognition in adopting information communication technology in teaching
If teachers use computers effectively for teaching and learning to help learners, teachers would use computers for investigating issues concerning teaching and learning in their learning areas, teachers would use computers to assist them in setting questions for tests and examinations, and teachers would also use the Internet to surf, download question papers for classroom practice, and access the global world. Computers would help learners to do research and work independently of their teachers; computers would help teachers and school managers to store and save important information about learners and teaching for future retrieval and computers would make teaching and learning simpler and easier. They also help to save time, paper and resources. Teachers will appreciate the use of laptops and overhead projectors, not considering them a waste of time. Teachers would also not be reluctant or resistant to integrating computers into their teaching.
6. Student metacognitive skills and the use of Information and Communication Technologies (ICTs)
There could also be the availability of funds to buy computers and to train staff, provided support from the department is given, which can possibly lead to the availability of Internet facilities. This may have the potential to improve student metacognitive skills when adopting ICTS. Teacher’s work overload would also be considered to cater for student cognitive development when adopting ICT in learning. Lack of computer laboratories and lack of trained teachers to handle computer integration implementation in schools would be addressed carefully, and student metacognitive skills could be taken seriously by the DOE.
7. Conclusion
This book chapter sets out to investigate the integration of information and communication technology during the teaching and learning encounter in the Eastern Cape, South Africa. Although computer integration has been implemented to rectify the past, schools in deep rural areas in the OR Tambo inland seem to be less equipped as compared to schools in urban areas. Schools in education must enable the culture of computer-integrated teaching and learning through workshops for diverse needs. Strategies that hold promise for improving school principals to guide rural education reform in implementing computers in teaching and learning to assess the viability of their own activities and facilitate improvement in computer integration in schools need to be implemented. Rural schools lack computer-integrated skills. ICT integration training, competence, equipment and appropriate software and materials are the issues that need to be addressed by the Department of Basic Education to aid in the clear adoption of information and communication technology in teaching and learning activities in general.
8. Recommendations
This study has highlighted the extent of implementation of computer integration in teaching and learning in selected schools in the OR Tambo inland district. Based on these findings, the researcher wishes to present the following recommendations: schools, in conjunction with the Department of Education, must instil a culture of computer-integrated teaching and learning in schools through workshops where both teachers and learners will acquire the necessary computer literacy skills to allow for the diverse needs and varying ability levels of students to be met. Non-governmental organisations, school governing bodies, donors, and the Department of Education must combine to raise funds to purchase and instal computers with Internet connectivity in all schools in the Mthatha Education District. The Department of Education must ensure that there is equal technology access for all schools in the country and must go beyond that to empower and assist all rural schools in furnishing their computer laboratories with the latest computer software, Internet connection, technical support and administrative support. The Department of Education must assist schools in integrating information, communication, technology and education with a global approach to enhancing learning and communication. The DOE must also assist schools in purchasing educational computer games and computer software, interactive whiteboards, LCD projectors and hand-held student devices that correlate with the curriculum to provide teachers with ongoing student assessments and reports, to create approaches to structuring instruction, and to create flexibility in presenting information to students. The Department of Education must organise workshops to train all teachers in computer literacy skills, including computer-integrated learning in the classroom. Teachers must also be encouraged to go the extra mile in learning the different computer programmes to assist in integrating the classrooms with technology. Both the Department of Education and the School Governing Bodies must include in their plans and visions the implementation of information, communication and technology in the schools. Schools must also develop strategic plans and visions for computer-integrated learning and teaching.
Appendix A: Interview schedule
Could you please tell me if and how teachers in this school use computers to assist them in teaching and learning in the class?
................................................................................................................................
In what forms do learners use computers to assist them in the learning process in this school?
................................................................................................................................
What is the positive impact and significance of computers on the modern ways of teaching and learning in schools?
...............................................................................................................................
What is the state of availability of computer facilities for both teachers and learners in this school?
.......................................................................................................................................
Do you think that rural schools are less empowered as compared to schools in the urban areas in terms of computer integrations and availability?
.......................................................................................................................................
Could you please tell me if there is any assistance from the Department of Education in terms of computer integration in this school?
.....................................................................................................................................
What can you say about training offered to teachers and learners concerning the integration of computers in schools? Has there been any?
........................................................................................................................................
What plans are in place to implement and integrate computers in the teaching and learning process in this school?
..............................................................................................................................
What do you have to say concerning teachers’ perceptions, resistance and reluctance to accept the implementation of computer integrations in the classroom?
........................................................................................................................................
Could you please mention the challenges that teachers and learners in schools have faced in their attempt to implement computer integrations in the schools?
Appendix B: Letter to district office
No 10 Sibangweni
Mthatha
5099
To
Eastern Cape Education: Mthatha district
I am currently busy with research on the topic: The educational needs of the 21st century: A case study on the implementation of computer integration in teaching and learning in fulfilment of the requirements for the degree of Master of Education (M.ED) in Educational Management at the Faculty of Education in Walter Sisulu University. I therefore hereby request your consent in undertaking this research.
The following sample size has been identified for this study: The sample will comprise of 3 computer monitors or teachers and 3 principals of the Circuit 5 of Mthatha Education District‖. The researcher is assuring you the strictest confidentiality and anonymity. No school or individual shall be identified in this study and at the same time school programmes shall not be disrupted by this study. The researcher will strive to be honest, objective and empathetic. The Department of Education will be informed about the outcome of this study.
Thank you, in advance for your time and co-operation.
Yours faithfully
Researcher: Z Seleke
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