Teachers’ Perceptions of Adopting Information and Communication Technologies in Teaching and Learning at Rural Secondary Schools in Eastern Cape, South Africa

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2020-03-03 DOI:10.1080/18146627.2018.1491317
Grasia Chisango, Newlin Marongwe, Nomxolisi Mtsi, Thembisile E. Matyedi
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引用次数: 23

Abstract

Abstract There is an increasing global call to adopt information and communication technologies (ICTs) in teaching and learning. ICTs have become so essential that the South African government has introduced the e-education policy. ICTs are powerful enabling tools that play a significant role in the teaching and learning process. This article reports on a study that sought to explore teachers’ perceptions of adopting ICTs in teaching and learning at some secondary schools in Eastern Cape, South Africa. The purposive sampling technique was used to identify three secondary schools and five study participants from each school. Data was collected through face-to-face interviews and focus group discussions. A thematic approach was adopted to analyse and present the collected data. The study found that the teachers had a positive attitude towards the adoption of technologies and were ready to integrate ICTs in teaching and learning but they lacked the requisite ICT skills. The article concludes that ICT is an important vehicle in education, and further recommends the training of both teachers and learners in ICT usage.
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南非东开普省农村中学教师对在教学中采用信息和通信技术的看法
摘要全球越来越多地呼吁在教学中采用信息和通信技术。信息和通信技术变得如此重要,以至于南非政府推出了电子教育政策。信息和通信技术是强大的扶持工具,在教学过程中发挥着重要作用。本文报道了一项研究,旨在探讨南非东开普省一些中学教师对在教学中采用信通技术的看法。采用有目的的抽样技术,确定了三所中学和每所学校的五名研究参与者。数据是通过面对面访谈和焦点小组讨论收集的。采取了专题方法来分析和介绍所收集的数据。研究发现,教师对采用技术持积极态度,并准备将信息和通信技术融入教学,但他们缺乏必要的信息和通信技能。文章的结论是,信息和通信技术是教育中的一个重要工具,并进一步建议对教师和学习者进行信息和通信科技使用方面的培训。
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来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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