Utilising ICT for classroom teaching and learning : practices among South African teachers

Abstract

This research considered South African primary school teachers' use of Information Communication and Technology (ICTs) in the domains of English First Additional Language, mathematics, and natural sciences. Utilising the Technological Pedagogical Content Knowledge (TPACK) framework, the study explored what ICTs are being used for assessment purposes and how ICTs are being used. Employing a mixed-method approach within a pragmatist paradigm, a survey designed by the researchers was administered to teachers with a minimum of five years of experience. Quantitative analysis of closed-ended questions revealed that commonly used ICT tools included personal computers, the internet, intranet, and mobile devices, whereas outdated technologies like CDs and DVDs were seldom utilised. Surprisingly, newer ICTs, such as WhatsApp, were not as frequently employed as anticipated. Qualitative insights demonstrated that teachers harnessed ICTs for various functions, including formative and summative assessments, multimedia learning, personalised learning, resource discovery, engagement with educational platforms, and document handling. The findings revealed that social impact on behavioural intention was the only significant effect. Highlighting the critical role of peer and institutional support structures to encourage ICT adoption. Additionally, addressing resource and infrastructure gaps, alongside targeted training and capacity development, is crucial for enabling effective ICT-based assessment in South African primary schools.