ICT integration in four schools situated in poor socio-economic contexts in the Western Cape

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dc.contributor.advisorFeldman, J. A.en_ZA
dc.contributor.authorKhan, Yusireeen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Education Policy Studies.en_ZA
dc.date.accessioned2023-02-21T11:12:47Z
dc.date.accessioned2023-05-18T06:59:24Z
dc.date.available2023-02-21T11:12:47Z
dc.date.available2023-05-18T06:59:24Z
dc.date.issued2023-03
dc.descriptionThesis (MEd)--Stellenbosch University, 2023.en_ZA
dc.description.abstractENGLISH ABSTRACT: This research investigates the integration of information communication and technology (ICT) in four schools situated in poor socio-economic contexts. The rationale for this study is based on the premise that, though educational ICTs may be available at schools in poor socio-economic communities, there is little guarantee or data that shows that these ICTs are being utilised effectively. Globally, technological growth has been touted as the vehicle of educational change; in South Africa, this growth is evident in some schools, noting that the advances in ICTs have a direct impact on teaching and learning. The study sample included four schools situated in poor communities within the Western Cape. A total of 16 teachers were interviewed, and 41 teachers completed the online survey. An in-depth understanding and monitoring of reviewed literature and qualitative studies on ICT usage and integration contributed to the development of this thesis and the research instruments. The study uses the Technology Readiness Index (TRI), the Technological Pedagogical and Content Knowledge (TPACK), and the Substitution Augmentation Modification Redefinition (SAMR) as its conceptual lenses throughout the thesis as a structured guide in both implementing and analysing the research. Being guided by the conceptual lenses, the analysed data revealed that while most participants are optimistic about ICT integration in their classrooms, integration was only possible with adequate resources and continuous training. The data analysis provided an opportunity for this study to make an original contribution to education by providing an assessment tool; the school digital climate (SDC), which has been developed to highlight individual school contributors to successful ICT integration and specific constraints and inhibitors to adequate ICT integration. The SDC, as an assessment tool, can indicate what factors require improvement for the attainment of a successful digital climate.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Geen Afrikaanse opsomming beskikbaar nie.af_ZA
dc.format.extentxv, 136 pagesen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/126997
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subject.lcshDigital divideen_ZA
dc.subject.lcshGDD (Global digital divide)en_ZA
dc.subject.lcshSchool facilites -- South Africa -- Western Cape -- Economic conditionsen_ZA
dc.subject.lcshSchool facilites -- South Africa -- Western Cape -- Social conditionsen_ZA
dc.subject.lcshInformation technologyen_ZA
dc.subject.lcshEducational technologyen_ZA
dc.subject.lcshComputer-assisted instructionen_ZA
dc.subject.nameUCTD
dc.title ICT integration in four schools situated in poor socio-economic contexts in the Western Capeen_ZA
dc.typeThesisen_ZA
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