Educational Technologies as Pedagogical Tools: Perspectives From Teachers in Rural Marginalised Secondary Schools in South Africa

Brian Shambare, Clement Simuja, Theodorio Adedayo Olayinka

Source Title: International Journal of Information and Communication Technology Education (IJICTE)18(1)

ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781799893561|DOI: 10.4018/IJICTE.307109

MLA

Shambare, Brian, et al. "Educational Technologies as Pedagogical Tools: Perspectives From Teachers in Rural Marginalised Secondary Schools in South Africa." IJICTE vol.18, no.1 2022: pp.1-15. http://doi.org/10.4018/IJICTE.307109

APA

Shambare, B., Simuja, C., & Olayinka, T. A. (2022). Educational Technologies as Pedagogical Tools: Perspectives From Teachers in Rural Marginalised Secondary Schools in South Africa. International Journal of Information and Communication Technology Education (IJICTE), 18(1), 1-15. http://doi.org/10.4018/IJICTE.307109

Chicago

Shambare, Brian, Clement Simuja, and Theodorio Adedayo Olayinka. "Educational Technologies as Pedagogical Tools: Perspectives From Teachers in Rural Marginalised Secondary Schools in South Africa," International Journal of Information and Communication Technology Education (IJICTE) 18, no.1: 1-15. http://doi.org/10.4018/IJICTE.307109

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Abstract

One of the recent developments across education priorities in South Africa is the provision of Information and Communication Technologies (ICTs) to schools to achieve the objectives of the country’s National Development Plan (NDP) agenda 2030. With the current focus on adoption of technology for teaching and learning, it is imperative to fully understand the perceptions and attitudes of teachers towards the use of ICT in their practice. Thus, this study investigated the teachers’ perceptions and attitudes on the use of ICTs for teaching and learning. The findings are based on data collected through semi-structured interviews, journal reflections, and lesson observations. The results reveal that most teachers have positive perceptions towards the use of ICT for teaching and learning. It also indicated that the attitudes of teachers are varied based on the level of ICT training and support that they receive. The results of this research might be foremost to provide clear insights that could be contributing to the effective adoption of technology for teaching and learning.