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The Sustainability of Information and Communication Technology (ICT) in Previously Disadvantaged Public Schools in Gauteng, South Africa

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Title: The Sustainability of Information and Communication Technology (ICT) in Previously Disadvantaged Public Schools in Gauteng, South Africa
Language: English
Authors: Kharoon Nisha Rasool (ORCID 0000-0001-8694-3197), Parvathy Naidoo (ORCID 0000-0001-6074-8721)
Source: South African Journal of Education. 2024 44(1).
Availability: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Public Schools, Disadvantaged Schools, Sustainability, Information Technology, Educational Technology, Technology Uses in Education, Faculty Development, Teacher Attitudes, Stakeholders, Department Heads, Program Effectiveness, Program Implementation, Administrator Attitudes, Public Agencies
Geographic Terms: South Africa
ISSN: 0256-0100
2076-3433
Abstract: In 2015, a Member of the Executive Council (MEC) of the Gauteng provincial legislature, South Africa, introduced the "Classroom of the Future" programme in previously disadvantaged schools, allowing an integration of information and communication technology into classrooms. In this article we focus on the sustainability of ICT in these schools. We regard sustainability as meeting one's needs without compromising the ability of future generations to meet their own needs. The sample constituted 18 participants from 6 disadvantaged schools in the Classroom of the Future initiative. Semi-structured face-to-face and telephonic interviews were employed for data collection. Our results show that ineffective teacher professional development for ICT, and inconsistent and timeous service delivery from the Gauteng Department of Education (GDE) technicians/teacher trainers were a major deterrent to effective ICT implementation. Additionally, the phasing-in approach to the rollout of ICT was a serious challenge to ICT sustainability in schools. We recommend improved teacher professional development initiatives pertaining to ICT to be instituted in schools where heads of department take responsibility for empowering post-level one (PL 1) teachers on ICT to improve classroom learning. We also advocate for new improved service delivery from GDE technicians/teacher trainers, who are held accountable for fulfilling their mandates.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1429927
Database: ERIC
FullText Text:
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  Data: The Sustainability of Information and Communication Technology (ICT) in Previously Disadvantaged Public Schools in Gauteng, South Africa
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  Data: <searchLink fieldCode="AR" term="%22Kharoon+Nisha+Rasool%22">Kharoon Nisha Rasool</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8694-3197">0000-0001-8694-3197</externalLink>)<br /><searchLink fieldCode="AR" term="%22Parvathy+Naidoo%22">Parvathy Naidoo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6074-8721">0000-0001-6074-8721</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Education%22"><i>South African Journal of Education</i></searchLink>. 2024 44(1).
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  Data: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Schools%22">Disadvantaged Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22Department+Heads%22">Department Heads</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Agencies%22">Public Agencies</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 0256-0100<br />2076-3433
– Name: Abstract
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  Data: In 2015, a Member of the Executive Council (MEC) of the Gauteng provincial legislature, South Africa, introduced the "Classroom of the Future" programme in previously disadvantaged schools, allowing an integration of information and communication technology into classrooms. In this article we focus on the sustainability of ICT in these schools. We regard sustainability as meeting one's needs without compromising the ability of future generations to meet their own needs. The sample constituted 18 participants from 6 disadvantaged schools in the Classroom of the Future initiative. Semi-structured face-to-face and telephonic interviews were employed for data collection. Our results show that ineffective teacher professional development for ICT, and inconsistent and timeous service delivery from the Gauteng Department of Education (GDE) technicians/teacher trainers were a major deterrent to effective ICT implementation. Additionally, the phasing-in approach to the rollout of ICT was a serious challenge to ICT sustainability in schools. We recommend improved teacher professional development initiatives pertaining to ICT to be instituted in schools where heads of department take responsibility for empowering post-level one (PL 1) teachers on ICT to improve classroom learning. We also advocate for new improved service delivery from GDE technicians/teacher trainers, who are held accountable for fulfilling their mandates.
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Disadvantaged Schools
        Type: general
      – SubjectFull: Sustainability
        Type: general
      – SubjectFull: Information Technology
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Stakeholders
        Type: general
      – SubjectFull: Department Heads
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Program Implementation
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      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Public Agencies
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      – SubjectFull: South Africa
        Type: general
    Titles:
      – TitleFull: The Sustainability of Information and Communication Technology (ICT) in Previously Disadvantaged Public Schools in Gauteng, South Africa
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