ICT integration in teaching: An uncomfortable zone for teachers: A case of schools in Johannesburg

Abstract

E-learning can be seen as a means to increase the global competitiveness of a nation. Despite this developmental role, the use of Information and Communication Technology (ICT) for teaching and learning purposes has not been met with a great deal of success in South African schools. Consequently, this study investigated factors that affect usage of ICT by secondary school teachers around Johannesburg. The findings suggest that teachers are more likely to integrate ICT into their teaching if they believe it has potential to enhance teaching and learning. Similar is the case for those who perceive ICT to be easy to use – those who believe that interacting with computers does not require a lot of mental effort. This implies that ICT usage can be improved if teachers’ training programmes were to incorporate some form of e-learning. This could help some teachers to develop a positive attitude towards e-learning that can be translated into actual usage in classrooms. As such, the Department of Education must request for ICT usage plans from schools as well as incentivize teachers who use ICT starting at school level.

Keywords:

• high school
• e-learning
• computers
• teachers
• attitudes
• teachers' beliefs