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Secondary school socio-cultural context influencing teachers' type of ICT use : a case study approach
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Type
Thesis
Abstract
The focus of this qualitative research study was to ascertain the nature of the secondary school socio-cultural context that provided support or inhibited Type II ICT use in the lessons by teachers to engage the students in the learning process. ICT use could be classified as Type I or Type II. If the applications assisted the teaching process, making it easier and more efficient, then the ICT integration could be classified as Type I ICT use. If new opportunities have been opened up for teaching the subject or content in a more significant manner where the students are actively involved in the learning process, then the ICT use could be classified as Type II.
Activity Theory was used as a framework to design the study. It is a framework that focuses on the interaction of human activity and consciousness within its relevant environment context. Activity theory provides a powerful tool with which the human activity can be analysed within the cultural-historical context in which the activity is taking place. Activity systems were used to provide structure for data collection as well as for analysis of data.
A multiple-case study approach was adopted. Three secondary schools representing different school types were chosen, namely independent, autonomous and government. Data collection comprised of ICT integrated lesson observations, interviews with teachers, Head of Department for ICT (HOD/ICT), principal and students as well as analysis of relevant documents.
The findings of the study revealed that interaction of factors such as clear articulation of ICT goals to teachers and Heads of Departments and active involvement of Heads of Department of Instructional Programmes (IP/HODs) and teachers were important in the implementation process. Good support structures such as sharing within the department, relevant professional development complemented by ICT skills training and ICT-enabled infrastructure were a necessity. Teachers looked towards the principal to role-model expectations and to provide encouragement. The key agents of ICT integration within curriculum are the IP/HODs who need to be empowered to lead their departments to meet the requirements of the school with regard to ICT integration. It is therefore, pertinent for schools to function as learning organisations to effectively integrate educational innovations and to translate them into practices at the classroom.
Activity Theory was used as a framework to design the study. It is a framework that focuses on the interaction of human activity and consciousness within its relevant environment context. Activity theory provides a powerful tool with which the human activity can be analysed within the cultural-historical context in which the activity is taking place. Activity systems were used to provide structure for data collection as well as for analysis of data.
A multiple-case study approach was adopted. Three secondary schools representing different school types were chosen, namely independent, autonomous and government. Data collection comprised of ICT integrated lesson observations, interviews with teachers, Head of Department for ICT (HOD/ICT), principal and students as well as analysis of relevant documents.
The findings of the study revealed that interaction of factors such as clear articulation of ICT goals to teachers and Heads of Departments and active involvement of Heads of Department of Instructional Programmes (IP/HODs) and teachers were important in the implementation process. Good support structures such as sharing within the department, relevant professional development complemented by ICT skills training and ICT-enabled infrastructure were a necessity. Teachers looked towards the principal to role-model expectations and to provide encouragement. The key agents of ICT integration within curriculum are the IP/HODs who need to be empowered to lead their departments to meet the requirements of the school with regard to ICT integration. It is therefore, pertinent for schools to function as learning organisations to effectively integrate educational innovations and to translate them into practices at the classroom.
Date Issued
2007
Call Number
LB1028.5 Div
Date Submitted
2007