Abstract:

Successful implementation of ICT in schools is depends upon various factors, which might be contextual and one such factor is teacher readiness to adopt technology. In this paper, it is suggested that teachers should have access to ICT infrastructure to motivate them to use technology in the classroom. However, it is crucial for the Gauteng Provincial Department of Education to understand the importance of providing adequate ICT to teachers in time and also maintain the ICT infrastructure at schools. The purpose of this study was to explore factors that affect the use of ICT in teaching and learning in some disadvantaged schools in Sedibeng West District Municipality in Gauteng Province. A qualitative methodology was adopted in this study. The participants consisted of 32 teachers and three school principals. Data were collected through in-depth face-to-face focus group discussions and individual interviews with teachers and school principals respectively. A thematic approach was adopted to analyse the collected data. The study concluded that inadequate ICT infrastructure and poor condition of the technology hinder the use of ICT in teaching and learning. Recommendations are made to the attention to be given to these factors by the Gauteng provincial department of education officials.

Keywords:

ICT, accessibility, availability, teaching and learning, developing country, South Africa.