Barriers to the implementation of electronic textbooks in rural and township schools in South Africa

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dc.contributor.author Masango, Michack Mandla
dc.contributor.author Van Ryneveld, Linda
dc.contributor.author Graham, Marien Alet
dc.date.accessioned 2022-06-21T12:49:14Z
dc.date.available 2022-06-21T12:49:14Z
dc.date.issued 2020
dc.description.abstract The use of information and communications technology (ICT) is gradually increasing in South African schools. In the Gauteng province, the Department of Education has prioritised the provisioning of electronic textbooks (ebooks) to public schools since 2014. However, to this day, there seem to be multiple barriers that hamper the adoption and use of digital technologies, and specifically ebooks. This study was premised on the technology acceptance model, and a mixed-method approach was used with an online questionnaire and a semi-structured interview protocol as the data collection instruments. For the qualitative data, thematic analysis was used to identify themes and patterns. For the quantitative data, descriptive statistics, such as frequencies and percentages, and inferential statistics, such as the two-proportions z-test and the chi-square test of independence, were utilised. Results indicated that although portable electronic devices that facilitate the reading of ebooks are readily available at public schools in Gauteng, the availability and use of ebooks are still very limited. The results also show that the participants found digital resources easy to use and easy to navigate and indicated that teachers would like to have more training to fully develop the necessary skills required to implement the ebooks effectively. Teachers do not seem to have adequate time to prepare teaching materials and learning activities using these ebooks. In this article, the barriers to the successful implementation of ebooks are explored, and the article culminates in putting forward some guidelines to create an enabling environment to support the successful adoption of ebooks in schools. en_US
dc.description.department Science, Mathematics and Technology Education en_US
dc.description.librarian hj2022 en_US
dc.description.uri https://www.tandfonline.com/loi/raer20 en_US
dc.identifier.citation Michack Mandla Masango, Linda Van Ryneveld & Marien Alet Graham (2020) Barriers to the Implementation of Electronic Textbooks in Rural and Township Schools in South Africa, Africa Education Review, 17:6, 86-118, DOI: 10.1080/18146627.2022.2064310. en_US
dc.identifier.issn 1814-6627 (print)
dc.identifier.issn 1753-5921 (online)
dc.identifier.other 10.1080/18146627.2022.2064310
dc.identifier.uri https://repository.up.ac.za/handle/2263/85888
dc.language.iso en en_US
dc.publisher Routledge en_US
dc.rights © Unisa Press 2020. This is an electronic version of an article published in Africa Education Review, vol. 17, no. 6, pp. 86-118, 2020. Africa Education Review is available online at : http://www.tandfonline.comloi/raer20. en_US
dc.subject Information and communication technology (ICT) en_US
dc.subject Barriers en_US
dc.subject Technology acceptance en_US
dc.subject Electronic textbooks en_US
dc.subject Ebooks en_US
dc.subject ICT implementation en_US
dc.subject Technology acceptance model (TAM) en_US
dc.subject Public schools en_US
dc.title Barriers to the implementation of electronic textbooks in rural and township schools in South Africa en_US
dc.type Postprint Article en_US


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