Conceptualised Framework for Assessing Teachers’ E-learning Readiness in South African Rural Schools

Abstract

This paper reveals how theoretical triangulation of Technology Readiness Index (TRI) and Technology Acceptance Model (TAM) were adopted to conceptualize a framework for understanding and assessing teachers’ electronic learning (e-learning) readiness within South African schools where access to technology is still a challenge. The paper analysed the TRI’s personality characteristics (optimism, innovativeness, discomforts, and insecurity) and the cognitive dimensions of TAM (perceived ease of use and the perceived usefulness) from both secondary and primary schools in Vhembe district of Venda in Limpopo Province. Even though technology is deemed to be a critical factor affecting teachers’ e-learning readiness by other Information Systems (IS) researcher, in this study, the data which was collected from 120 teachers found technological factor not to be such influential. It is the findings of this study that individual factors, institutional factors, and social factors tend to be critical factors affecting teachers’ e-learning readiness in South African rural schools. The finding of this study can be used by the provincial and national Departments of Basic Education, school governing bodies, and school managers as a reference point to enrich their knowledge when planning for e-learning implementation programmes across schools. This paper contributes practically as the conceptualised framework provides important factors that can be used as a foundation for assessment of teachers’ e-learning readiness particularly in other South African rural schools either in the same province or others.

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