Examining information and communication technology use in public primary schools in South Africa from the capability approach
In 2015 the Western Cape Government (WCG) in South Africa introduced the e-Learning Game Changer initiative to offer teachers in public schools information and communications technology (ICT) resources to improve their pedagogy. Despite the efforts by the WCG to improve ICT use for teaching in publi...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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AOSIS
2022-09-01
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| Series: | The Journal for Transdisciplinary Research in Southern Africa |
| Subjects: | |
| Online Access: | https://td-sa.net/index.php/td/article/view/1201 |
| _version_ | 1811229779235438592 |
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| author | Lebohang Mahlo Zayd Waghid |
| author_facet | Lebohang Mahlo Zayd Waghid |
| author_sort | Lebohang Mahlo |
| collection | DOAJ |
| description | In 2015 the Western Cape Government (WCG) in South Africa introduced the e-Learning Game Changer initiative to offer teachers in public schools information and communications technology (ICT) resources to improve their pedagogy. Despite the efforts by the WCG to improve ICT use for teaching in public schools, successful ICT integration hardly takes place in several historically disadvantaged (albeit affluent) schools, which constitute a minority of schools in the Western Cape. The primary aim of this study was to investigate those conversion factors allowing or impeding teachers in two public primary schools in the Western Cape from attaining the potential capabilities required for successful ICT integration. Amartya Sen’s capability approach was used as the study’s theoretical framework. The study employed a qualitative research method involving 10 educators observed during their lessons and interviewed. The findings confirmed that only a few conversion factors, such as the attainment of ICT skills through a community of practice and university training by the teachers, provided them with capabilities to use ICT to deliver curriculum content and perform basic ICT skills effectively. Several conversion factors, including teachers’ age, provincial and school policies, infrastructure and resources, prevented these teachers from realising their ICT potential. This study contends that the White Paper on e-Education (2004) policy might benefit from the results, which could help to build or rethink programmes that encourage continual teacher training.
Transdisciplinarity Contribution: This research shows that policymakers need to take into consideration the conversion factors that may impact teachers’ capabilities to deliver curriculum utilising ICTs. This study’s findings provide new light on how these conversion factors limit or expand teachers’ ICT capabilities. |
| first_indexed | 2024-04-12T10:18:47Z |
| format | Article |
| id | doaj.art-10cf16d8cf9f4b6098f403b843a7ac7b |
| institution | Directory Open Access Journal |
| issn | 1817-4434 2415-2005 |
| language | English |
| last_indexed | 2024-04-12T10:18:47Z |
| publishDate | 2022-09-01 |
| publisher | AOSIS |
| record_format | Article |
| series | The Journal for Transdisciplinary Research in Southern Africa |
| spelling | doaj.art-10cf16d8cf9f4b6098f403b843a7ac7b2022-12-22T03:37:08ZengAOSISThe Journal for Transdisciplinary Research in Southern Africa1817-44342415-20052022-09-01181e1e910.4102/td.v18i1.1201529Examining information and communication technology use in public primary schools in South Africa from the capability approachLebohang Mahlo0Zayd Waghid1Department of Research and Postgraduate Studies, Faculty of Education, Cape Peninsula University of Technology, Cape Town,Department of Senior Phase and Further Education and Training, Faculty of Education, Cape Peninsula University of Technology, Cape TownIn 2015 the Western Cape Government (WCG) in South Africa introduced the e-Learning Game Changer initiative to offer teachers in public schools information and communications technology (ICT) resources to improve their pedagogy. Despite the efforts by the WCG to improve ICT use for teaching in public schools, successful ICT integration hardly takes place in several historically disadvantaged (albeit affluent) schools, which constitute a minority of schools in the Western Cape. The primary aim of this study was to investigate those conversion factors allowing or impeding teachers in two public primary schools in the Western Cape from attaining the potential capabilities required for successful ICT integration. Amartya Sen’s capability approach was used as the study’s theoretical framework. The study employed a qualitative research method involving 10 educators observed during their lessons and interviewed. The findings confirmed that only a few conversion factors, such as the attainment of ICT skills through a community of practice and university training by the teachers, provided them with capabilities to use ICT to deliver curriculum content and perform basic ICT skills effectively. Several conversion factors, including teachers’ age, provincial and school policies, infrastructure and resources, prevented these teachers from realising their ICT potential. This study contends that the White Paper on e-Education (2004) policy might benefit from the results, which could help to build or rethink programmes that encourage continual teacher training. Transdisciplinarity Contribution: This research shows that policymakers need to take into consideration the conversion factors that may impact teachers’ capabilities to deliver curriculum utilising ICTs. This study’s findings provide new light on how these conversion factors limit or expand teachers’ ICT capabilities.https://td-sa.net/index.php/td/article/view/1201capabilitiesconversion factorsinformation and communications technologycommunities of practiceprimary schoolssmart classroom. |
| spellingShingle | Lebohang Mahlo Zayd Waghid Examining information and communication technology use in public primary schools in South Africa from the capability approach The Journal for Transdisciplinary Research in Southern Africa capabilities conversion factors information and communications technology communities of practice primary schools smart classroom. |
| title | Examining information and communication technology use in public primary schools in South Africa from the capability approach |
| title_full | Examining information and communication technology use in public primary schools in South Africa from the capability approach |
| title_fullStr | Examining information and communication technology use in public primary schools in South Africa from the capability approach |
| title_full_unstemmed | Examining information and communication technology use in public primary schools in South Africa from the capability approach |
| title_short | Examining information and communication technology use in public primary schools in South Africa from the capability approach |
| title_sort | examining information and communication technology use in public primary schools in south africa from the capability approach |
| topic | capabilities conversion factors information and communications technology communities of practice primary schools smart classroom. |
| url | https://td-sa.net/index.php/td/article/view/1201 |
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