Teachers’ use of information and communication technology for curriculum delivery at a model school during Covid-19

Abstract

During the COVID-19 pandemic, all schools in South Africa were required to use a variety of digital platforms and resources to sustain teaching and learning. This research study sought to answer the main research question: “How did the teachers use Information and Communication Technology (ICT) for curriculum delivery at a model school during COVID- 19?”. The research sub-questions in this study were: “What benefits did the teachers experience when using ICT for curriculum delivery at a model school during COVID-19?” and “What challenges did the teachers experience when using ICT for curriculum delivery at a model school during COVID-19?”. The research was guided by literature about teaching and learning during the COVID-19 lockdowns, teachers’ use of ICT, ICT training, the shift to blended learning approaches, and teachers’ experiences of teaching during the pandemic. Studies by Parker et al. (2020) and Jansen and Farmer-Phillips (2021) about education during COVID-19 concluded that educational institutions as well as teachers experienced a variety of challenges but managed to make innovative use of ICTs to continue curriculum delivery during the pandemic. This study is informed by Mishra and Koehler’s (2006) Technological, Pedagogical and Content Knowledge (TPACK) framework in conjunction with Puentedura’s (2006) Substitution, Augmentation, Modification and Redefinition (SAMR) model. This conceptual framework provided an understanding of the ICT knowledge (TPACK) that the teachers were required to possess, as well as the levels (SAMR) at which ICT was integrated into their curriculum delivery. The researcher adopted an interpretive paradigm to conduct a qualitative case study. The research site was a Model School (MS) or technology-rich school. Seven primary school teachers were purposively selected as participants. The data collection instruments were seven semi-structured, one-on-one interviews and seven TPACK and SAMR questionnaires. These multiple methods of data collection ensured that the study was trustworthy. The resultant data was both deductively and inductively analysed. The researcher assumed the role of an insider researcher, having previously been a student-teacher at the school in this study. Ethical clearance to conduct research was obtained from the university where the student is registered and from the Western Cape Education Department (WCED). Six themes emerged from the data: the benefits of ICT training for curriculum delivery, the availability of ICT resources and frequency of use, the benefits of shifting to Google Classroom and WhatsApp for curriculum delivery, the digital divide during COVID-19, ICT training challenges, and parent miscommunication challenges. The study revealed that even though these teachers were at a technology-rich school, they experienced a variety of challenges as well as benefits during this uncertain educational limbo. Based on the findings of this research study, certain recommendations for practice, policy, and future research are presented. The most important recommendation for practice is that teachers engage in regular ICT training workshops and seminars to stay abreast of the latest ICT developments. For policy, it is recommended that the teaching and learning policies concerning ICT use in schools include social media and other digital platforms. For future research it is recommended that the WCED and DBE work together on developing large-scale research studies of how teachers are using ICT in the classroom, the effectiveness of ICT training, and the nature of ICT training for the new educational landscape.