Abstract:
This qualitative instrumental case study set out to explore how
the national e-Education policy is appropriated by teachers in
South African schools. The meta-theoretical paradigm was social
constructivism and the research strategy of inquiry utilised backward
mapping principles. A socio-cultural approach to policy analysis and
emancipatory theory provided the theoretical framings of this study.
The case study design included a mix of data collection methods
namely, interviews, classroom observations, document analysis
and a researcher journal. Findings revealed that the existence of
an “invisible national E-education policy” served as a catalyst for
teacher agency in the formulation and implementation of a school
ICT policy. Second, a change in the implementation paradigm
of these teachers highlighted their role as transformative ICT
agents. Their stance shifted from being merely conduits of policy,
to becoming proactive socio-cultural actors in the formulation and
appropriation of a school-based policy. Third, a new construct to
policy appropriation emerged, namely the ignorance of teachers
about the national e-Education policy led to their practice informing
policy. Teachers’ beliefs, attitudes, will and professionalism are
key to ICT policy formulation. Teachers’ experiences of policy
implementation are valuable assets that should be incorporated in
the formulation of policy.
