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The capabilities necessary for effective ICT integration in teaching at two public primary schools in Khayelitsha in the Western Cape
Author(s)
Mahlo, Lebohang
Date Issued
2020
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
In 2015, the Western Cape Government (WCG) initiated the e-Learning Game Changer project to equip schools and teachers with Information and Communication Technology (ICT) equipment and skills to enhance teaching and learning experiences. Despite the WCG’s efforts to support teacher development, ICT integration by teachers into teaching and learning in Western Cape rarely occurs in schools other than privileged ex-Model C schools. Limited ICT integration by teachers is not a new topic in research. However, the purpose of this study was to explore the participating teachers' capabilities needed for effective ICT integration in their teaching, with insights from two public primary schools in Khayelitsha in the Western Cape province. These two schools are both historically disadvantaged and are considered to have better ICTs for teaching and learning than other primary schools in the area of Khayelitsha as they benefited from the WCG’s e-Learning Game Changer project. This study investigated conversion factors enabling or depriving teachers from achieving possible capabilities needed for effective ICT integration in the selected public primary schools. The concepts of Sen's capability approach were used to frame this study in order to investigate teachers' capabilities from the perspectives of both well-being and agency freedom. The study was based on a small sample of 10 participants, eight of which were teachers and two were principals, drawn from the two public primary schools. The study employed a qualitative research method with two phases of data collection. The first was lesson observations, and the second one-on-one semi-structured interviews. The findings indicated that, most of the conversion factors such as teachers’ age, level of ICT literacy, social institutions (provincial e-Learning policy and school ICT policy), infrastructure, and resources deprived teachers of converting capabilities into functionings. However, conversion factors such as ICT skills obtained by the teachers through a community of practice and through university training, created capabilities for them to achieve certain functionings (achievements).
Additional information
Thesis (MEd)--Cape Peninsula University of Technology, 2020
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