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Challenges Contributing to Poor Integration of Educational

Technology at Some Schools in South Africa

Article in Mediterranean Journal of Social Sciences · September 2014

DOI: 10.5901/mjss.2014.v5n20p1285

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 ISSN 2039-2117 (online) Mediterranean Journal of Social Sciences Vol 5 No 20
ISSN 2039-9340 (print) MCSER Publishing, Rome-Italy September 2014

Challenges Contributing to Poor Integration of

Educational Technology at Some Schools in South Africa

Moses Makgato
Tshwane University of Technology ,Department of Educational Studies

Doi:10.5901/mjss.2014.v5n20p1285

Abstract

Information and communication technology (ICT) has the potential of enhancing teaching and learning activities in schools and
higher education. Numerous studies demonstrated the potential positive impact of ICTs in teaching and learning, but schools
still have challenges in fully integrating ICT in the teaching and learning. The purpose of this study was to investigate the extent
of integrating ICT in their teaching and learning and challenges the schools have in implementing the e-learning strategies at
their schools. The participants of this study were six public schools around Pretoria, Gauteng Province in South Africa. Twenty
four teachers from 6 secondary public schools who were conveniently selected took part in the study. Data collection
instruments included questionnaires and interviews. The findings included poor usage of computers such power-point, word-
processing, emails, printing, data storage in both teachers. Teachers did not receive professional computer literacy and
training. There should be enough computers at schools, even there are other invention such as delivery of tables in order to
supplement each other. There should be regular computer literacy and training for teachers, which also focus on instilling in
teachers the interest and relevant philosophy and belief in using ICT in the school curricular.

Keywords: educational technology, challenges, schools, ICT, computer literacy

1. Introduction

Information and communication technology (ICT) has the potential of enhancing teaching and learning activities in
schools and higher education. ICTs have been widely used with the impression that they can enhance innovative ways of
teaching and learning. Numerous studies demonstrate the potential positive impact of ICTs in teaching and learning
(Mayisela, 2014). For instance, a study conducted in Australia on the impact of ICTs on teaching and learning confirms
that ICTs enhance investigating reality and building knowledge, active learning and authentic assessment; engage
students by motivation and challenge; provide tools to increase student productivity; provide scaffolding to support higher
level thinking; increase learner independence, collaborative and cooperative learning; allow tailoring of learning to the
learner; and overcome physical disabilities (Newhouse 2002). Information and Communications Technologies (ICT) are
increasingly used in schools to support teaching and learning based on the belief that this will improve teaching and
learning outcomes (Becta, 2006). However, Newhouse and Clarkson (2008) argues that this is unjustified and that it
depends on how the educational technology is used rather than that it is used (Lei & Zhao, 2007). Wozney, Venkatesh &
Abrami (2006) contended that increased availability of computers at schools might not be sufficient to promote their
usage in classroom. In a survey of 4,083 teachers, Becker et al. (1999) noted that only 5% of upper-elementary, 4% of
middle grade and 13% of high-school teachers were currently integrating computers in the classroom, despite increased
availability. Another study by Cuban et al. (2001) provided further evidence that increased access to computers and
related resources does not necessarily lead to classroom use. Information and Communication Technology (ICT) is
widely used in education for collection, management, and analysis. ICT in education includes a variety of tools, such as
computers, video clips, powerpoint presentation, simulation, word processors, image graphic software, email, and
Internet, WebCT. ICT use can influence teaching and learning styles by changing the emphasis from a teacher-centered
to a learner-centered style and provides opportunities to improve information-reasoning skills, communication skills,
higher thinking skills, creativity, and problem solving (Shaikh & Khoja, 2011; Yusuf & Afolabi, 2010). The purpose of this
study was to investigate the current barriers related to the use of ICT (computers) into the teaching and learning of
curriculum at some schools in Gauteng province, South Africa,

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2. Literature Review

2.1 Factors contributing negatively on the use of JCT in teaching

From past studies (Hew & Brush, 2007) several barriers were found and can be classified into six main categories: (a)
resources, (b) knowledge and skills, (c) institution, (d) attitudes and beliefs, (e) assessment, and (f) subject culture. These
barriers are listed in order of the relative frequency in which they were mentioned in the studies reviewed (see

2.2 Lack of educator confidence in the use of Information and communication Technology

Several studies suggest that one of the challenges that forbid educators from using ICT in their teaching is the lack of
confidence; Dawes (2001) considers this as a contextual factor which can act as a challenge. According to Becta (2004)
much of the research suggests that this is a major challenge to consumption of ICT by educators in the classroom. Beggs
(2000) maintained that educators ‘fear of failure’ caused a lack of confidence. On the other hand Balanskat (2006)
debates that limitation in educators’ ICT knowledge makes them feel anxious about using these in the classroom and
thus not confident to use it in their teaching. In light of the above, the researcher engaged educators in their daily use of
ICT equipment during teaching in primary school classrooms;

2.3 Lack of educator competence in the use of Information and communication Technology

Another challenge which is directly linked to educator’s confidence is educators’ competence in the use of Information
and Communication Technology into pedagogical practice. Newman (2006) found that many educators missed the
knowledge and skills to use Information and Communication Technologies and were not passionate about the changes
and integration of supplementary learning linked with bringing Information and Communication Technologies into their
teaching practice. Current research has demonstrated that the level of this challenge differs from one country to another
country. In the developing countries, research reported that educators’ lack of technological competence is a main
challenge to their acceptance and adoption of Information and Communication Technology (Pelgrum (2001), Al-Oteawi
(2002) In Syria for example educators lack of technological competence has been mentioned as the main challenge.

2.4 Lack of technical support in the use of Information and communication Technology

According to Sicilia (2005) technical problems were found to be a major challenge for educators in using ICT in teaching
and learning. These technical challenges included waiting for websites to open, failing to connect to the internet, printers
not printing, malfunctioning computers, technical challenges hindered the smooth flow of the classroom activity Sicilia
(2005), Korte & Husing (2007) argued that Information and Communication Technology back or maintenance contracts in
schools help educators to use Information and Communication Technology in teaching without losing time through having
to prepare software and hardware problems.

2.5 Lack of effective training in the use of Information and communication Technology

The challenges most often referred to in most literatures is lack of effective training (Albirini, 2006). One finding of
Pelgrum (2001) study was that there were not enough training opportunities for educators in the use of Information and
Communication Technology in the classroom environment. Ozden (2007) and Toprakci (2006) found that one of the main
challenge with the use of new Information and Communication Technology is limited educator training in the According to
Becta (2004) the issue of training is certainly complex because it is important to consider several components to ensure
the effectiveness of the training. These were time for training, pedagogical training, skills training, and ICT use in initial
educator training. Correspondingly, recent research by Gomes (2005) relating to science education concluded that lack of
training in digital literacy, lack of pedagogic and didactic training in how to use ICT in the classroom, and lack of training
pertaining to the use of technologies in science specific areas were obstacles to using new technologies in classroom
practice. Some of the Saudi Arabian studies reported similar reasons for failure in using educational technologies, the
weakness of educator training in the use of computers, the use of a “delivery” teaching style instead of investment in
modern technology.
In order to meet the demand for pedagogical training, it is imperative to train educators in specific Information and
Communication Technology skills (Becta, 2004). Schoepp (2005) claims that when new technologies is to be integrated

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in the classroom, educators have to be trained in the use of these particular technologies. According to Newhouse 2002)
initial training is needed for educators to develop appropriate skills, knowledge, and attitudes regarding the effective use
of computers to effectively meet the didactic needs in the classroom. Newhouse (2002) argues that this also requires
persistence provision of professional development to preserve appropriate skills and knowledge.
Basically, when there are new tools and approaches to teaching, educator training is necessary. According to
Balanskat (2006) inadequate or inappropriate training results in educators being not sufficiently confident to carry out full
integration of Information and Communication Technology in the classroom. Newhouse (2002) submits that “educators
need not only be computer literate but they also need to develop skills in integrating computer use into their teaching and
earning programmes.
According to Newhouse ( 2005) educators need training in educational technology support for teaching in the
classroom. Similarly Sicilia (2005) discovered that educators want to learn how to use new technologies in the classroom
but the lack of opportunities for professional development obscured them from integrating technology in certain subjects.
Other debatable issues related to professional development programmes in Information and Communication Technology
are outdated and not meet the specific training and learning needs of educators and are not regularly updated.

2.6 Resistance to change and negative attitudes in the use of Information and communication technology

Much research into the challenges to the use of ICT into education found that educators’ attitudes and an inbuilt
resistance to change were predominant (Cox & Cox, 1999).From the depth psychology of questionnaire, Gomes (2005)
found that science educator’s resistance to change concerning the use of new strategies is an obstruction to ICT
utilization in science teaching. According to Empirica (2006) educators who are not using new technology such as
computes in their classroom are still of the belief that the use of ICT has no gains or unclear benefits. Resistance to
change is an indication that something is incorrect professional development of teachers with regard to the philosophy
and belief of the programmes.

2.7 Lack of time in the use of Information and communication Technology

Several studies suggest that many educators have competence and confidence in using Information and Communication
Technology instruments in the classroom, but they still make little use of technologies because they do not have enough
time. Time limitations in using computers in the classrooms is the problem teachers are experiencing ( Mumtaz,2006) .
Agreeing with Sicilia (2005) the most common challenge described by all educators was the lack of time they had to plan
technology integration in lessons presentation, in searching the internet websites, or look for simulations in YouTube
related to the theme of their lessons.

2.8 Lack of personal access for educators in the use of Information and communication Technology

Talking about the issue of access to resources, it is important not only to imagine the access educators need in order to
teach with Information and Communication Technology, but also to look at the need for educators to have their own
personal access to Information and Communication Technology, to allow them to design and develop lessons, for
example.
One of the components which contribute to the level of an educator’s confidence in using ICT in school is the
amount of personal access to Information and Communication Technology by the teacher ( Ross 2000). Perhaps
unsurprisingly, those educators in their view who made little or no personal use of ICT had a low level of confidence in
using it in their lessons. Ross (2000) also found this relationship. Educators who use ICT regularly are confident in using
it and have a positive attitude towards it, perceiving it as a useful instrument in both their personal and their teaching work
(Guha 2000). In a study by Guha (2000) in an interview one of responses from educators confirm, “…initially there was a
lot of phobia, now that educators have computers at home they have less fear in using them.

3. Research Methodology

The participants of study were six public schools around Pretoria, Gauteng Province in South Africa. These participants
were conveniently selected in order to investigate the extent of integrating ICT in their teaching and learning and
challenges the schools have in implementing the e-learning strategies at their schools. Twenty four teachers from 6
secondary public schools who were conveniently selected took part in the study. Questionnaire and semi-structured

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interviews were used to collect data from teachers.

4. Findings and Discussions

4.1 Teachers questionnaire data

The teachers were asked to verify their teaching experiences. Table 1 below shows their responses:

Table 1: Distribution of Teachers’ Teaching Experience

Teaching experience (years) Frequency Percent

less than 2 2 8%
between 2 and 3 0 0%
between 4 and 5 0 0%
between 6 and 10 4 17%
more than 10 18 75%
Total 24 100%

Table 1 shows that 2(8%) of the teacher participants have less than 2years of teaching experience; no teachers have
teaching experience between 2 and 5 years; 4(17%) have teaching experience between 6 and 10 years and 18(75%) of
the teachers have more than 10 years of teaching experience. Although the results of this study cannot significantly
correlate experience and use of technology in teaching it is known that some experience teachers from previous regime,
particularly in our country, teachers who used to teachers-centeredness method are reluctant to use modern technologies
to teach (Makgato, 2012).

Figure 1: Teachers ability to distribute email

Figure 1 shows that 21(88%) of the 24 teachers have the skill to use e-mail and only 3(12%) cannot use this tool. These
findings are supported by the literature by Jhurree (2005) who states that technology offers amongst other benefits, a
communication platform; in the not so distant past, geographical distance was a major hurdle when it came to
communicating with people around the world, technology has changed that, through networks and the Internet, it is now
possible to communicate with anyone in the world. Technology has also presented schools with an excellent medium to
share ideas and experiences with students, teachers, and administrators and communicate, exchange knowledge and
concerns, meet experts and peers, and share work in collaborative projects.

Table 2: Teachers ability to use MS-Excel spreadsheets

Population (N)=24
Response Frequency Percent
Yes 21 88%
No 3 12%
Total 24 100%

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Table 2 shows that 21(88%) of the 24 teachers who participated in the study indicated that they can use MS-Excel
spreadsheets whilst 3(12%) cannot use this program. As maintained by Jhurree (2005) that teachers can use this tool for
student record keeping, lesson planning, preparing handouts, tutorials and slides, preparing exams papers, marking
papers and recording of results, performing some type of analyses statistical on marks. In so doing, a lot of time that
could be wasted in compiling administrative work manually or traditionally is saved.

Table 3: Teachers ability to use power-point presentation

Population (N)=24
Response Frequency Percent
Yes 20 83%
No 4 17%
Total 24 100%

Table 3 shows that 20(83%) of the 24 teachers have the skill to use Power-Point presentation whilst only 4(17%) cannot
use this tool. This indicates that most of the teachers are motivated to create an enhanced learning environment for
learners, through the use of slides and presentations rather than the traditional use of chalk, talk and textbook to teach.
The use of this tool can be motivating to both teachers and learners, (Jhurree 2005).

Table 4: Ability of teachers to store data on a USB

Population (N) = 24
Response Frequency Percent
yes 21 88%
no 3 12%
Total 24 100%

Table 4 indicates that 21(88%) have the skill to store information on USBs whilst only 3(12%) of the 24 teacher
participants indicated that they don’t have the skill. This indicate that most teachers are already moving towards effective
ICT integration with teaching, although there are some who still need to be equipped with this skill. The use of such ICT
tools can supplement teachers’ instruction (Jhurree ,2005). The use of CDs and USBs can save a lot of time on writing
text by hand on the chalkboard. Copies of documents can now be easily distributed and these tools are convenient for
enhancing knowledge sharing. Moreover, instruction is made easier, and motivating for all, as slides and presentations
saved on these tools can be shared at anytime and anywhere through power-point software.

Table 5: Ability of teachers to use printing

Population (N) = 24
Response Frequency Percent
yes 20 83%
no 4 17%
Total 24 100%

Table 5 shows that most 20(83%) of the 24 teacher participants have the skill to print and 4(17%) do not have this skill.
As argued by Jhurree (2005), printing is a powerful administrative tool for teachers. These responses imply that most
teachers can plan, prepare handouts, tutorials, examination papers, compile records of marks and print them out in a
more user-friendly way than tedious manual methods that were used before the ICT integration with teaching and
learning activities.

Table 6: Teachers ability to use data projector

Population (N) = 24
Response Frequency Percent
yes 18 75%
no 6 25%
Total 24 100%

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Table 6 illustrates that 18(75%) of the teacher participants have the skill to use data projectors and 6(25%) indicated that
they don’t have the skill of using data projector. These responses indicate that most teachers are now in a position to
share knowledge through the use of these powerful tools. This is supported by Kozma (2005) who asserts that data
projector used to improve the delivery of and efficiency by which instruction is distributed.

4.2 Interview data

Interview data from teachers were analysed by recordings, transcribed and categorised into themes, according to the
patterns of the transcripts. One of the theme emerged from the interviews is discussed below.

4.2.1 ICT integration with Teaching and Learning

The responses that were given under this theme gave a clear indication of the present teachers’ pedagogical practices in
relation to ICT usage, in terms of moving away from teacher-centered classroom practices to learner-centered ones.
Although the teachers are aware of the need to keep abreast with the rest of the information society, they indicated their
interests to use ICTs in their teaching but with an emphasis on obstacles hindering this integration. The verbatim
responses from teachers in different schools within this theme are stated below:

Teacher from School A:

Definitely using tools such as Gauteng on Line would give both the learners and the teachers an opportunity to research
and access more educational information; but there is no timetable for the teachers and learners to follow in terms of
ICT access, making it almost impossible to integrate the teaching an learning activities with ICTs.

Teacher from School B:

All subjects can be taught better with ICT training. Thousands of lessons; practical investigations and academic articles
relevant for all subjects are available online. However, the government has given classrooms without chairs and
textbooks; so what can you expect on projections and laptops?

Teacher from School C:

Individual teachers have to find their way to get access to ICTs, which is a difficult process as the computer lab is locked
always, some ICT equipment are not in good condition.

Teacher from School D:

ICTs have a very positive impact on teaching and learning as more educational information is available through the
internet, however, more time to familiarize with these tools is still required.

Teacher from School E:

There has been remarkable improvement in terms of marks and presentation of assignment and projects due to use of
ICTs particularly computers. However, most learners with these skills have learnt to use them outside the school as
computer literacy is not on the time-table.

Teacher from School F:

Integration is almost impossible due to a very small number of computers which are usually offline; being available for
large numbers of learners and teachers.

These views have also been echoed by Balanskat et al (2006) who assert that that the inability of teachers and
students to access ICT resources is a result of a number of other factors and not only the lack of ICT infrastructure.
Sometimes a school may have a high quality of ICT resources but these are inappropriately organized and thus not
optimally used. In some schools for instance, prior booking of the ICT classroom is required, or internal school network
cannot be accessed from outside. As a result teachers and students do not have the opportunity to use ICT at any time
according to their needs. Sicilia (2005 ) also noted that in some cases teachers complained that computers had to be

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booked in advance and teachers would forget to do so, or they could not book them for several periods in a row when
they wanted to work on several projects with their students. This aspect reveals that lack of access to ICTs is a serious
constraint, barrier or challenge to achieving desired ICT competencies that may enhance teaching and learning

5. Conclusion

This study revealed that teachers at the six still have some challenges in integrating ICT in teaching and learning. There
were about 4 (teachers) out of 24 who indicated that they cannot use Power-Point presentation, and this may not be a
significant number, given the small scale of the participants. The study also found that only 4 teachers indicated that they
cannot use printing, and this may be critical in that learners may not receive full service of teaching and learning from
those teachers. Most of the teachers (79%) indicated that they did not receive professional training in ICT, which may
affect their interest and the ability to use ICT in the classroom. Although the study did not measure in details all the
aspect related to the integration of ICT in the classroom, it managed to share information on some of barriers that can still
be attended to in order to have a full integration of ICT in classrooms. There should be enough computers at schools,
even there are other invention such as delivery of tables in order to supplement each other. There should be regular
computer literacy and training for teachers, which also focus on instilling in teachers the interest and relevant philosophy
and belief in using ICT in the school curricular.

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