The utilization of ICT by lecturers in a TVET college in Paarl, Western Cape

Abstract

Since December 2019, when Covid-19 cases started to manifest across the world, adoption of online learning for many institutions has become imperative. Lockdown, which started on 26 March 2020 in South Africa, forced higher education institutions to make use of alternative teaching methods and to provide online support to students. It was a crucial time and it was important that academic activities continued although students and educators were not in the traditional classroom setting. This research study aimed to explore how 13 lecturers in the Department of Office Administration utilise information and communications technology (ICT) in classrooms at a TVET college in Paarl, Western Cape. A deductive approach was used to analyse the data, together with the conceptual framework used in this study. This study made use of a qualitative design and hence the researcher made use of an interpretive methodological approach. 13 lecturers were selected and interviewed by the researcher through means of purposive and convenience sampling methods. This study was influenced by exploring the Technology Acceptance Model in collaboration with the Theory of Reasoned Action (TRA) and the Unified Theory of Acceptance and Use of Technology (UTAUT). The conceptual framework was based on the following constructs found in the UTAUT model, namely, age, lecturers’ level of experience, and willingness to learn. The researcher explored whether the age of the lecturers will influence whether or not they make use of ICT in the classroom and explore if their willingness to learn will also depend on how they can adapt to the changing digital era (Williams et al., 2013). The TRA model’s construct ‘attitude’ was used to add to the conceptual framework of this study. The key findings of this study indicated the ICT tools available at the TVET college. Moodle is available for lecturers and students to use to upload notes, assignments and activities; computers and laptops are available to lecturers; lecturers audio-record their lessons and distribute these to students in their absence; an open learning centre with a limited number of computers is available, as well as computer laboratories on campus available as per a timetable. ICT utilisation in classrooms was identified and lecturers noted the following: online communication via email; uploading course material on Moodle; online quizzes to monitor understanding of concepts; and presentation of YouTube videos. Lecturers could rate whether they were comfortable using ICT or not.