School Management Teams’ Experiences of the Integration of ICT into Teaching and Learning: A South African Case Study

Abstract

The study aimed to explore and describe the experiences and challenges faced by School Management Teams (SMTs), including principals, deputy principals, and department heads, in integrating and implementing Information and Communication Technology (ICT) into teaching and learning in South African primary schools. It was conducted in Gauteng Province, South Africa. The study was grounded in the interpretive paradigm and employed a qualitative research approach. It focused on five purposively selected primary schools in the third quantile. Three data collection tools were used: semi-structured interviews, non-participant observation, and document analysis. Data were analysed using a qualitative approach. The study found that SMTs encountered several challenges in integrating and implementing ICT in their schools. Despite their efforts to provide ICT infrastructure, such as computer labs and network connectivity, facilitated through collaborations with the Gauteng Department of Education (GDE), Ekurhuleni North District, and NGOs, challenges persisted. This case study found that SMTs encountered significant challenges in integrating ICT in primary schools, primarily due to a lack of computer skills and knowledge. Resistance to adopting ICT, insufficient funding, and inadequate training further complicated implementation. Additionally, the unavailability and dysfunction of ICT infrastructure, along with issues such as theft, vandalism, and poor Internet connectivity, hindered progress. The SMTs’ unfamiliarity with National ICT policy guidelines and the absence of school-based ICT policies also contributed to ineffective implementation. Moreover, schools lacking ICT enablement did not provide adequate support for SMTs.The study concluded that SMTs successfully engaged in instructional and technological leadership, exhibiting optimism towards ICT integration despite challenges. Recommendations included broadening SMTs’ understanding of ICT, exploring alternative funding to address its high costs, and revising school ICT policies. The findings aim to aid national and provincial authorities in understanding SMTs’ experiences with ICT integration and inform effective interventions.