The Impact of the Lack of ICT Resources on Teaching and Learning in Selected South African Primary Schools

Abstract

The impact of Information and Communication Technology (ICT) on teaching and learning globally necessitates its integration in the classroom. Integration in individual school contexts, however, remains a challenge, despite ICT integration being a policy prerogative in many countries. This qualitative paper aims to understand how the lack of ICT resources affects the way learners learn and perform. Semi-structured interviews were utilized to gather data from six educators in three South African primary schools. The interviews were transcribed manually and coded. A thematic mode of analysis was used during the data analysis process. Findings show that, for multiple reasons, schools do not use ICT tools in teaching and learning, as expected, and, in some cases, underutilize existing resources, with implications for teaching and learning. We suggest that the South African Department of Basic Education (DBE) considers individual school contexts when allocating ICT resources, to ameliorate existing challenges. Reinforcing existing monitoring and evaluation mechanisms will facilitate the identification of contextual challenges and the provision of assistance where necessary. Most importantly, schools should be encouraged to form partnerships with communities to ensure the safety of ICT resources. These measures have the potential to ensure that all learners enjoy opportunities introduced in the classroom through the DBE’s ICT-integration program, thus guaranteeing quality education for all. https://doi.org/10.26803/ijlter.19.7.15

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