Abstract:

The use of technology to enhance teaching and learning is not a new phenomenon. Despite this belief, it is important to be cognisant of those aspects that hamper the use of technology in learning. This paper therefore reports on the influence of digital technology, specifically e-learning platforms, online resources, and communication tools, on students’ learning within higher education institutions (HEIs) in South Africa. The study investigated the implications, accessibility, and availability of digital technology on students’ learning, including the benefits and challenges associated with its use. A quantitative research design was employed, adopting a deductive approach grounded in a positivist philosophy. Data were collected using structured questionnaires from a stratified random sample of 60 undergraduate and postgraduate students across multiple Higher Education Institutions from South Africa, ensuring diverse representation of demographics such as age, gender, and academic discipline. Ethical considerations, including informed consent and data integrity, were emphasized. The utilization of Statistical Package for the Social Sciences, a statistical analysis software tool, was used in the data analysis process of this research and was advantageous for handling quantitative data. This software offered a variety of data analysis tools, including descriptive statistics, correlation analysis, regression analysis, factor analysis, and cluster analysis.

The findings revealed that the majority of participants reported easy access to the necessary digital technology, which positively impacted their academic performance. This positive effect was attributed to enhanced skill acquisition, improved communication, and increased collaboration facilitated by digital tools. By assessing the advantages and challenges of digital technology in education, this study aims to inform educational practices and policies, promoting the development of a balanced and effective technology-enhanced learning environment. The paper underscores the pivotal role of digital technology in shaping the future of education and its multifaceted influence on student learning outcomes. Future research should examine the long-term effects of ICT training on educational outcomes and identify best practices for scalable and sustainable ICT integration across diverse educational settings. This study’s primary limitation is its focus on English teachers from seven selected township schools in Soweto, Gauteng Province, South Africa. To gain a more comprehensive understanding of how ICT can enhance English teaching and learning, it is recommended that future studies expand the scope to include learners and additional schools across South Africa. Moreover, incorporating varied data collection methods such as surveys, focus groups, and classroom observations would enrich the data and insights obtained.

Keywords:

Information and Communication Technologies, ICTs, technology, digital divide, academic progress.