Abstract:
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.
