An empirical survey on domestication of ICT in schools in disadvantaged communities in South Africa

Abstract

ICTs have the potential to enhance curriculum delivery. However, this can only be realised when the ICT have been well appropriated in the school. In other words, the benefits are enjoyed only when the technology has been well adopted and integrated hence the domestication of the technology in pedagogy. We employed a qualitative research approach to investigate appropriation of ICT in pedagogy. In-depth interviews with educators from randomly sampled schools were the data collection technique. Results show that there is need for sufficient training of educators, more time to get used to the ICTS, more resources, and technical support for effective domestication of the technology.

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