The use of information and communication technologies (ICTS) by Grade 11 learners and teachers at public secondary schools within Dr Nkosazana Dlamini Zuma Municipality, KwaZulu-Natal.
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Date
2021
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Abstract
The study examined the use of information and communication technologies (ICTs) by grade
11 learners and teachers at public secondary schools within Dr Nkosazana Dlamini Zuma
Municipality, KwaZulu-Natal. It looked into the types of ICT resources that are used by
learners and teachers; the learners and teachers’ attitude towards using ICTs; the learners and
teachers’ competence in the use of ICTs; challenges faced by learners and teachers in using
ICTs; and, finally, solutions to improve the ease of use of ICTs. Two public secondary
schools, namely Sonyongwana High School and Ginyane High School were surveyed. The
survey design allowed methodological pluralism for the collection of both quantitative and
qualitative data. The tools used for data collection were a questionnaire for the learners and a
semi-structured interview schedule for the teachers. Pre-testing of the research instruments,
triangulation of research data, and consideration of ethical issues helped ensure the validity
and reliability of the results. The quantitative data were analysed with SPSS and the
qualitative data were analysed through the use of content analysis. The Technology
Acceptance Model (TAM) (Venkatesh and Davis, 1996) was employed as the theoretical
framework for the study. All learners (100%) sampled completed the questionnaire while
64% of the sample of teachers were interviewed. The study found that the ICT infrastructure is not adequate in secondary schools with the learners using their smartphones and tablets to access information. Most of the surveyed
learners have a positive attitude towards using ICTs while only a few learners viewed the use
of ICTs in a negative light. The majority of learners felt that they had sufficient skills to use
ICTs but there was a substantial minority (39%) who felt that they did not have such skills.
The majority of learners indicated that learning to use ICTs would be easy for them. Most
teachers interviewed were positive towards using ICTs for curriculum delivery with only a
few having a negative attitude in this regard. As with the learners, most teachers in the two
secondary schools considered themselves competent in using ICTs. However, challenges that
faced secondary school learners and teachers included the cost of access to ICTs, the lack of
training for ICT usage, viruses, unreliable sources and the shortage of computers.
Recommendations, in the main, revolved around the need for ICT infrastructure and training
both of which are contingent on adequate funding being provided. Also pointed to is the need
for government to provide free data and tablets to learners.
Description
Masters Degree. University of KwaZulu-Natal, Pietermaritzburg.