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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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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.


Masters Degree. University of KwaZulu-Natal, Pietermaritzburg.