Managing the integration of information and communication technology in township secondary schools in Gauteng

dc.contributor.advisorAina, Adebunmi
dc.contributor.coadvisorDu Plessis, Andre
dc.contributor.emailkgabokganyago721@gmail.comen_US
dc.contributor.postgraduateKganyago, Kgabo Ezekiel
dc.date.accessioned2025-02-03T11:07:22Z
dc.date.available2025-02-03T11:07:22Z
dc.date.created2025-05
dc.date.issued2024-09
dc.descriptionThesis (PhD ( (Education Management, Law and Policy))--University of Pretoria, 2024.en_US
dc.description.abstractThe rapid change in the pedagogical landscape has increased the incorporation of information and communication technology (ICT) into the classroom globally. However, there has been relatively limited progress in increasing ICT integration in South African public schools. Integrating ICT into the classroom can be innovative and transformative, potentially accelerating, enriching, and deepening learners’ understanding of the curriculum. However, it comes with several challenges, as discovered by other researchers. Such ICT integration is a complex process that fully supports useful resources, teaching, and learning rather than completing it through a single step. As such, the effective management of the complex process of ICT integration is essential. This research study aimed to explore the management of ICT integration in teaching by the school management team (SMT) in Ekurhuleni North township secondary schools. Activity Theory and the Technology-Organisation Environment Framework guided this study. This qualitative study used a purposive sampling technique to select 16 participants four school principals, four departmental heads, and eight educators from four secondary schools. Data generation was done through semi-structured interviews, document analysis, and non-participant observation. The findings of this study seem to indicate that participants have a positive perception of ICT integration in teaching and recognise its benefits in improving teaching and learning. Participating schools employed various strategies, including educator training and technical support, to manage ICT integration effectively. However, challenges related to policy, technical issues, and power supply hinder seamless implementation. The study proposed a model for managing the integration of ICT in teaching that involves a structured framework that schools can follow effectively to use ICT in the teaching process.en_US
dc.description.availabilityUnrestricteden_US
dc.description.degreePhD (Education Management, Law and Policy)en_US
dc.description.departmentEducation Management and Policy Studiesen_US
dc.description.facultyFaculty of Educationen_US
dc.description.sdgSDG-04: Quality Educationen_US
dc.identifier.citation*en_US
dc.identifier.doi10.25403/UPresearchdata.28328546en_US
dc.identifier.otherA2025en_US
dc.identifier.urihttp://hdl.handle.net/2263/100428
dc.language.isoenen_US
dc.publisherUniversity of Pretoria
dc.rights© 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.
dc.subjectUCTDen_US
dc.subjectSustainable Development Goals (SDGs)en_US
dc.subjectInformation and communication technology (ICT)en_US
dc.subjectSchool management team (SMT)en_US
dc.subjectEducatorsen_US
dc.subjectEffective managementen_US
dc.subjectPolicyen_US
dc.subjectStrategiesen_US
dc.subjectEducator trainingen_US
dc.titleManaging the integration of information and communication technology in township secondary schools in Gautengen_US
dc.typeThesisen_US

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