Teachers' perceptions, experiences and challenges related to using ICTs in teaching Social Sciences in marginalised classrooms in the Eastern Cape Province, South Africa

Abstract

This study seeks to examine teachers' perceptions and experiences of using Information and Communication Technology (ICT) in teaching as the basis for actual use in the classroom. I conducted an eclectic study with a multidisciplinary theoretical viewpoint combining theories from Information Technology (IT) and education to examine how perceptions and prior experiences with ICT influence cross-curriculum ICT integration. Specific aspects of five theories and models were used in different phases of this study. I drew on the Technology Acceptance Model (TAM) and Teacher Cognitions theory to understand teachers' perceptions towards ICT in general and towards ICT in the classroom. The classroom observations were conducted using an observation guide informed by Activity theory. I then utilised the Adoption of Innovation and the Diffusion of Innovation theories to explain why and how ICT was utilised in the classrooms. A mixed methods research approach located within a pragmatic paradigm was chosen. Three data sets were collected. First, a questionnaire of attitudes and perceptions towards ICT was conducted with 183 teachers (mainly working at marginalised schools in the Eastern Cape Province of South Africa). Questionnaire data was analysed using descriptive statistics and a chi-square correlations test. Second, teachers enrolled in an in-service Advanced Certificate in Education specializing in ICT (ACE-ICT) at Rhodes University were supported in planning and implementing an intervention involving the use of a mobile computer lab in rural and peri-urban schools. Three key participants were observed while teaching in class using ICT for the first time and they were subsequently interviewed. Third, drawing from lessons learnt from this experience, students in the in-service education bachelor's degree in ICT (BEd-ICT) "“ which replaced the in-service ACE-ICT "“ were supported and encouraged to experiment with cross-curriculum integration using ICT already at their disposal. Planning and reflections by three in-service BEd-ICT teachers were subjected to theory-based document thematic analysis. Findings indicate that the vast majority of the teachers had positive attitudes towards ICT and perceived ICT as useful, mainly as a productivity tool in teaching. ICT was used mostly for administration, planning and preparation of lessons and not for teaching or as a cognitive tool. Despite all key participants having access to similar ICTs and support, their experiences of teaching with ICT were different based on their personal commitment, access to and frequency of use of ICTs in their personal lives. Teachers who were self-motivated to use ICT in their teaching made efforts to do so regardless of infrastructure and resource challenges they faced at their schools. The main barriers to the use of ICT in the classroom appear to be lack of technical support and time constraints.