Developing a Novel Model for ICT Integration in South African Education

Insights from TIMSS

Bibliographic Data

ID22043528
AuthorsMarien Alet Graham (0000-0003-4071-9864, University of Pretoria, corresponding author), Guillaume Matthys Kruger (0000-0001-9158-0204, University of Pretoria), Linda Van Ryneveld (0000-0002-9909-9949, University of Pretoria)
Year2024
Volume14
Issue8
Pages865
Publication date2024-08-09
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14080865
OpenAlexW4401455742
LanguageEN
Citations received1
References cited30

ICT integration in the classroom is viewed as a panacea towards resolving education challenges. A quantitative approach using South African Trends in International Mathematics and Science Studies (TIMSS) 2019 Grades 5&9 data with a positivist philosophical stance was used to explore ICT use. For a long time, most school research took the form of small-scale qualitative studies, such as case studies or critical policy studies; however, research in education has witnessed an increasing demand for high-quality, large-scale quantitative studies such as the current study. TIMSS utilised a two-stage stratified cluster sampling design, sampling schools by size and selecting intact classes. This study focusses on South Africa where 297 schools, 294 mathematics teachers, and 11,903 students were sampled at Grade 5 level, and, at Grade 9 level, the sample consisted of 519 schools, 543 mathematics teachers and 20,829 students. More than 50% of students attend schools lacking computers/tablets, a figure that rises to nearly 90% concerning their availability in classrooms. Less than half of students attend schools utilising online learning systems or providing digital resources. Principals in approximately half the schools indicated shortages/inadequacies in technologically competent staff, and audio-visual and computer technology/software resources. Approximately 80% of teachers expressed interest in future technology integration training for both grades when surveyed. Over half of the students lacked home internet access; however, the majority had access to cell phones and computers/tablets at home. In tailoring this study to the South African context, a novel model for ICT integration emerged which draws upon the Dynamic Model of Educational Effectiveness and the TIMSS curriculum model. Recommendations for improving policy and practice in ICT implementation in schools are structured around the new model

Developing country · Economic growth · Economics · Information and Communications Technology · Mathematics education · Pedagogy · Sociology · Teaching method · Technology integration · World Wide Web · Computer Science · ICT in Developing Communities · Mobile Learning in Education · Online and Blended Learning · Psychology

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