Exploring Teachers’ ICT Pedagogy in the North-West Province, South Africa Christo J. Els School of Continuing Teacher Education North-West University, South Africa Christo.Els@nwu.ac.za A. Seugnet Blignaut School of Continuing Teacher Education North-West University, South Africa Seugnet.Blignaut@nwu.ac.za Abstract South Africa participated in the Second Information Technology in Education Study (SITES 2006) - a large scale international survey on the ICT practices of schools around the world. SITES 2006 did not focus on the unique human experiences and practices of teachers regarding ICTs on a contextual qualitative level. The aim of this investigation was to obtain an in-depth context sensitive understanding of ICT pedagogical practices and experiences of Grade 8 Mathematics and Science teachers at eight different types of schools in the North-West Province of South Africa. We used the computer assisted data analysis program Atlas.ti™ to analyse interview data and constructed an integrated data set which identified four main categories of data related to the ICT pedagogical practices and experiences of teachers: (i) Context Barriers, (ii) Context Enablers, (ii) ICT Barriers, and (iv) ICT Enablers. We explore these categories through observations, photographs and quotations from the interviews. Orientation and Problem Statement In today’s information age, teachers increasingly use computers and other forms of Information and Communication Technologies (ICTs) across all learning areas. The South African Government committed itself to integrate and use ICTs in education for equal access to learning opportunities, economic growth and social development (Republic of South Africa, 2004). Since 2004, the White Paper on e-Education (Republic of South Africa, 2004) is the governing policy on e-Education in South Africa. This policy “... supports larger systematic, pedagogical, curricular and assessment reforms that will facilitate improved education and improved use of educational resources such as ICT” (Republic of South Africa, 2004, p. 14). The strategic goal of the policy is that “every South African manager, teacher and learner in the general and further education and training bands, will be ICT capable (that is, use ICTs confidently and creatively to help develop the skills and knowledge they need as lifelong learners to achieve personal goals and to be full participants in the global community) by the year 2013” (Republic of South Africa, 2004, p. 17). Teachers are encouraged not only to make use of ICTs for effective teaching and learning, but also to access ICT resources to support curriculum delivery, build capacity through collaboration and co-operation, and to make management and administration more cost and time effective. As a result, the pedagogical use of ICTs in classrooms has become a major research focus to help realise the vision of equal educational opportunities through the integration and use of ICTs. Computers can be used for teaching both traditional instructional packages, as well as for promoting modern teaching approaches. In many South African schools computer-based technologies are not yet explored, as teachers do not have access to computers and lack basic ICT competencies (Blignaut, 2002). Large scale ICT implementation and training is required, and it became necessary for teachers to become competent in the use of computer technology as part of their teaching and learning strategies (Spiceland & Hawkins, 2002) to e-empower their learners. Stable, reliable and regular access to ICTs propels the effectiveness of ICTs, as well as the extent to which students, teachers, managers, and administrators can access the infrastructure and build inclusive competencies. ICTs also require extensive staff development and support, as well as professional development of practising teachers (Department of Education, 2006). South Africa has a long history of assessing its performance on using computers in schools. Besides small case studies describing various implementation strategies, South Africa under the auspice of the International Association for the Evaluation of Educational Achievement (IEA) took part in three modules of the Second International Technology in Education Study (SITES) (Law et al., 2008). SITES is a large scale international comparative survey - 167 - that aimed to uncover how ICTs influence teaching and learning processes in schools. SITES 2006 (module 3) involved an international comparative longitudinal large-scale survey on the use of ICTs in schools. It investigated how school and education system factors influence teachers’ pedagogical adoption of ICTs (Pelgrum & Law, 2008). The SITES 2006 survey of schools and teachers compared the pedagogical practices adopted in 22 participating educational systems and their ICT use. SITES 2006 administered three questionnaires for: (i) school principals, (ii) technology coordinators, and (iii) Mathematics and Science teachers. The South African sample in the SITES 2006 module comprised of 504 schools: 622 Grade 8 Science teachers and 666 Grade 8 Mathematics teachers. The SITES 2006 data analysis indicated that about 38% of South African schools had access to computers for Grade 8 learners in 2006. This number has doubled from SITES Module 1 conducted in 1998 that indicated a number less than 20%. This figure remains dismally low when compared to other education systems in developing contexts such as Estonia, Chile, and Israel. These educational systems indicated almost a 100% access to computers for their learners. South Africa reported only 17% ICT equipment available in schools, compared to 47% ICT equipment available in Chilli, 70% in Israel, 72% in Lithuania, 98% in Singapore, 92% in Slovenia and 66% in Estonia (Pelgrum, 2008). SITES 2006 indicated that South Africa lag behind in Internet access, compared to other developing contexts such as Chile (92% access), Israel (98% access), Lithuania (100% access) and Estonia (100% access). South Africa’s availability of more modern ICT equipment such as interactive smart-boards, mobile devices, digital resources, modelling software, multimedia production tools, and electronic laboratory equipment was even lower. SITES 2006 provides baseline information almost halfway into the lifespan of the e-Education policy. Nevertheless, SITES 2006 was a large scale survey that did not investigate the in-depth context sensitive practices and experiences of teachers at ground level. Aim The aim of this study was to investigate the context sensitive real-life ICT pedagogical practices and experiences of Grade 8 Mathematics and Science teachers in the North-West Province of South Africa. Through this in-depth investigation we intend to reveal the unique experiences, practices, barriers, enablers, fears and expectations of these teachers in relation to the objectives and expectations of the South African White Paper on e-Education (Republic of South Africa, 2004). Research Design and Methodology Design In order to obtain an in-depth understanding of the ICT pedagogical practices and experiences of practicing teachers, we used three qualitative data collection strategies: (i) semi-structured interviews, (ii) observations, and (iii) photographs. Using the SITES 2006 questionnaires as guideline, we composed a semi-structured interview schedule with the objective to obtain in-depth information on the ICT practices and experiences of teachers in different school contexts. We also compiled a paper-based observation schedule which recorded contextual information regarding the unique school context, including demographics, general infrastructure and facilities, security and organisation. We furthermore collected artefact data in the form of photographs to visually record the unique contexts of each school. Training of Fieldworkers Under the guidance of an expert in interview procedures, we trained three final year BEd students at the Faculty of Education Sciences of the North-West University (NWU) as fieldworkers to assist in all three data collection components, i.e. interviews, observations and photographs. This provided a valuable opportunity for these studentresearch assistants to obtained research skills and fieldwork experience. Sample The South African Higher Education Management Information System (HEMIS) database identified eight South African schools with Grade 8 learners according to a purposefully selection grid (Table 1), based on two selection criteria: (i) type of school and (ii) number of computers with or without Internet for pedagogical use. - 168 - 16+ Computer without Internet 16+ Computer with Internet D Former Model-C School E F 6-5 Computer without Internet C 1-2 Computer without Internet Urban School Types of Schools Farm School A Semi-Rural School B G Private School H Table 1: Purposefully Selection Grid Ethical Considerations Before commencement of this research, we obtained formal permission from the North-West Department of Education to visit schools throughout the province. We also applied and obtained ethical clearance from the NWU’s Ethical Committee. We contacted the principals of the purposefully selected schools and provided them with a letter explaining the purpose and nature of the study. The schools were asked to participate voluntarily and formal consent was obtained from all participating principals and teachers with the understanding that they had the right to withdraw at any stage of the research process. All participants were treated with respect. Procedures The research team visited the eight schools according to the data collection grid (Table 1) to collect data. We shared the responsibility to conduct interviews, to complete the observation schedule, and to take photographs. We took the school time table into consideration and conducted the interviews during school brakes and open periods in which teachers were available. We obtained permission to take photographs as part of our research data set. All interviews were recorded using data recorders. Back at the NWU, we transcribed the interview data and member-checked the transcription of the individual interviews. We use ATLAS.ti™, a computer-assisted qualitative data analysis software to analysis the integrated data set. 4. Findings In ATLAS.ti™, we constructed an integrated data set which identified four main categories of data related to the ICT pedagogical practices and experiences of Grade 8 Mathematics and Science teachers: (i) Context Barriers, (ii) Context Enablers, (iii) ICT Barriers, and (iv) ICT Enablers. In the text, we provide examples of photographs and quotations throughout to illustrate aspects of barriers and enablers for each category. - 169 - School Demographics Table 2 provides the major demographics of the eight schools that were purposefully selected by the selection grid (Table 1). The identities of these schools are not reported to protect the identity and integrity of the teachers who participated. Grid Selection A B C D E F G Region Bojanala Southern Southern Bojanala Central Central Southern District Rustenburg Potchefstroom Matlosane Rustenburg Kgetleng River Zeerust Matlosane Nearest Town Rustenburg Potchefstroom Klerksdorp Rustenburg Koster Zeerust Klerksdorp Number of Learners 180 1063 1300 987 520 573 64 Computer Labs 0 0 1 3 2 2 1 Computers Available 2 21 25 120 22 40 10 Internet Access No No No Yes No Yes Yes H Bojanala Rustenburg Rustenburg 255 2 43 Yes Table 2: School Demographics Figure 1: Context Barriers Context Barriers Figure 1 shows the major context barriers that were identified via the integrated data set, including large classes, poverty, low parent involvement and language. For the purpose of this paper we only provide a few illustrative examples, however, for most categories we tagged between 20 and 100 quotations in our data set. The majority of the schools reported large classes of more than 30 learners per class, with School B with 50 learners per Grade 8 Mathematics class. Large classes result in a high workload, many teaching responsibilities, fatigue, work-related stress and restricted individual attention, as some of the teachers explain: • • • Presently, we are overstaffed... It is very stressful, very stressful. ...we take work home, and when you go home you are tired from school... I can’t divide myself. ...it is very difficult because we can’t do individual attention. Poverty and large distances that learners travel by foot to school seem to be very important Context Barriers: • • ...the conditions from which these children are coming from... they are walking from far to school, most of the time without eating anything. It is difficult for them to stay under such pressure for the whole day with nothing to eat. Some of them walk as far as... 10 km a day. - 170 - Photograph 1: Farm Children Receiving Pap and Gravy at School A. Some of these children walk up to 15 km to school to receive their first meal for the day At School A (Photograph 1), the Grade 8 Mathematics teacher told us that since the school started to provide a basic meal per school day, more learners attend school because it is the first, and sometimes only meal they receive for the day. Computers and other ICT equipment are a major focus for crime because they have a good street value. Many children are drive to crime by their poor circumstances: • • .. there are still a lot of unemployment, whereby we are the target school in terms of burglars. The other day they came here and burgled the place where the computers were. We got a serious problem with cell phones, you know to such a extend that we sometimes tell them not to bring their cell phones to school, because some of them steal them, you know, in an effort perhaps to sell them for food. All the schools we visited have security in the form of wired fences and security doors, while some had alarm systems and private security response unites protecting the school. Crime and drug abuse forced some of the schools to appoint full time security officers to guard the school premises. Another context barrier identified by most of the schools is poor parent involvement, which is associated with poor community involvement: • School means nothing to them because most of them [the parents] did not go to school. They grew up on the farms. • They do not actually understand the meaning of school. No, there is totally no support from the community. Context Enablers Figure 2 indicates the context enablers that were identified from the integrated data set. The most important enablers seem to be technical support, corporate involvement, adequate equipment, motivation, the attitude of the principal, small classes and individual attention. Figure 2: Context Enablers - 171 - In general, the more equipment available at a school, the more computer literate teachers and learners seem to be. Most teachers indicated that computers and other ICTs already relief their workload, or will relief their workload when they get the opportunity to use them in the future: • • I think it [ICT] is a good thing; it makes the teacher’s work much easier And it [technology] saves a lot of time in terms that we are still using the old ways of teaching using textbook methods and chalkboard methods. Besides the two Private Schools G and H, all other schools are dependent from the Government to provide adequate equipment. In one case, a Life Sciences teacher took the initiative to write a letter to a corporate mine group and received a donation consisting of a laptop and data projector for her pedagogical practices: Private School G only have 64 learners in the entire school. Consequently, the school has an average of six learners per grade. The principal provided us with evidence in the form of learner reports which indicate that small classes have a positive effect on academic and skills performance. The school has one computer available for every 6 learners in the school. This ratio is very high compared to most other schools, for example School C has one computer for every 52 learners in the school. Motivation also seems to be a Context Enabler: • “It is good to broaden one’s framework of mind to bring renewal, because the children needed it. You know, in the past we had an overhead projector that was not very clear. I promised myself that the day will come when it will be brighter. And the day arrived. Motivation, in turn, seems to be associated with professional teacher development and the general attitude of teachers, as explained by a teacher who received a laptop and data projector: • ...it was during a time in which my worked became exceptionally stagnant. I just continued and continued, and I had many files full of transparencies, but it there was no challenge any more. Therefore, it was the right thing at the right time for me. ICT Barriers Figure 3 indicates the major ICT Barriers identified from the integrated data set, i.e. poverty, the digital divide, insufficient equipment, insufficient computer literacy, technophpobia, insufficient professional teacher development and negative attitudes from principals. Figure 3: ICT Barriers As already pointed out under context barriers, poverty is a major barrier for equal ICT access and opportunities. Poverty is the root of the digital divide that exists among learners from different socio-economic and social backgrounds. Many children do not have access to computers at home, and in most schools we visited up to 50% of learners do not own their own calculators: • It is a problem... because the very same guys [Grade 8’s] who have calculators have to share the very same calculators with the Grade 9’s - 172 - • It’s difficult for them to buy those things, because the parents send them to school because they are under the impression that they are getting free education, and free education that means everything - they must also get the calculators from school, and all those things. So it is a problem to buy all those things. The digital divide is clearly visible between Schools A and D, both in the same District (Photograph 2 and 3). Photographs 2 and 3: The Hard Reality of the Digital Divide between Learners of Schools A and D While all schools have computers, some of the schools like School A, does not allow learners to use computers, and in other schools, for example School E, computer facilities are exclusively available to learners studying Technical Drawings. Insufficient equipment also relates to insufficient computer literacy among teachers, which in turn, results in high workload for administrative staff: • • ...we handwrite it [tests and exam papers] and we give it to the clerk at the office... to type it. Here are actually people [teachers] who do not know how to print, or what a memory stick is Technophobia is another ICT barrier which is connected to feelings of being incompetent: • I feel stupid... You know that fear that I don’t know if I should try it or not, because I know how I give class and I trust my own instincts and that sort of thing. It is that bridge a person should come over. Misuse of mobile phone social groups, such as Mxit, and mobile phones used to send pornographic material around, may result in Technophobia, which in turn, often produce negative feelings towards any new forms of technology: • We have a very strict rule, if your phone is visible we confiscate it. It is locked away in a safe for a month, and they must pay a R100 fine, and receives 50 retention points. Few of the schools enrolled their teachers in basic computer literacy courses for their professional teacher development. The principal’s fear and protective attitude towards technology may even prevent teachers from using them, as reported by one teacher: • … the principal was not free to offer the computers ... At first he possessed them ... Even the photocopy machine, nobody was allowed to touch ... ICT Enablers Figure 4 indicates the major ICT Enablers identified from the integrated data set, i.e. adequate equipment, adequate computer literacy and adequate technical support. The schools reported different types of ICT media used, including computers, data projectors, overhead projectors, calculators, laboratory equipment and Interactive Smart-Boards. In some cases ICT is integrally used for pedagogical purposes, for example: • for my own preparation I use technology all the time because I have a projector in my class, I work from my calculator, on my laptop, and then we have programs such as Geosketchpad and AutoGraph, Cami Maths and Mathematics ... and then our children also do investigations in cases where we give them open questions. - 173 - Figure 4: ICT Enablers Good ICT integration is reflected by Internet connection for pedagogical practices, the use of computers and software such as PowerPoint to prepare lessons, and other encouragement to make use of ICTs for teaching and learning. At School E, learners use their mobile phones to take photographs of specimens through telescopes in the Life Sciences. They then make printouts of these slides at home and include it in their assignments, and even get the chance to present their findings in front of the class using PowerPoint presentations via a laptop and data projector (Photographs 4 and 5). • • • • when they [the learners] do microscope work, they put the camera where you usually put your eye...then you can take a very beautiful picture. ...when the children have projects they present it in this way... They come with their memory sticks or a CD and do their presentations in this way. In a protective environment they can exceed themselves. I am very excited The same class also regularly connect to the Internet and project their searches through the data projector to make the Internet search as interactive as possible: There is this cute video clip that we found the other day [on the Internet] about a mine in Sierra Leone. Die attentions has shifted from blood diamonds, they started to mine raw ore to form titanium. It is very cute, and with such a short video clip the children can see for themselves how the mine looks like, and also a small part of the country. Various online encyclopaedias are used to find information on different subjects: • We really use Wikipedia a lot, and Buglopedia is good for insects Photographs 4 and 5: Learners at School H Use Their Mobile Phones to Take Photographs of Specimens through Microscopes in the Life Sciences and Present their Findings to the Class via a Laptop and Data Projector - 174 - Photograph 6: Unutilised Computers at School A Due to Insufficient Computer Literacy and Technical Support The importance of ICT is recognized by some schools, such as School G, who share technical ICT knowledge and skills with their learners to help prepare them for the demands of the Information Age. Most schools reported that at least 30 to 50% of their learners have mobile phones as well as the competency to use them. m-Learning is increasingly becoming a resource for technology based learning in developing context such as South Africa. School H had the best ICT resources and infrastructure of all eight schools. This private school receives financial support from the Bafokeng Royal Family and is well equip with computer laboratories, speech and reading therapy facilities, laptops for all teachers, educational DVDs, Interactive Smart-Boards, scientific calculators, top-of-therange laboratory equipment, data projectors, Internet access, IT technical support, etc. Conclusions and Recommendations The integrated data set reveals interesting Context sensitive barriers and enablers of computer and other ICT use for pedagogical purposes. Although schools are increasingly making use of ICTs, poverty, insufficient equipment and computer literacy seems to be some of the greatest barriers against the objectives of the White Paper on e-Education, i.e. to ensure that every learner and teacher are computer competent by the year 2013. As can be seen from Photograph 6, some of the schools such as School A and School B, received computers from the Department of Education or as donations from the commercial sector, but are not utilizing these computers because of insufficient computer literacy amongst teachers and learners, no technical support for hardware and software problems, and due to insufficient infrastructure (room space). We recommend that more energy should be invested in the professional development of computer and other ICT competence among teachers. Principals should be motivated to promote the implementation and integration of various ICT resources at their schools, and in turn through a positive attitude, motivate their teachers to undergo professional development. Currently, many schools are only using their computers for subjects such as Technical Drawing. It is furthermore recommended that schools invest in promoting other computer-based pedagogical practices with the resources they already have. Only through self-empowerment will teachers be able to empower their learners with ICT competency and skill, in order to become active role players in the global information age and sustainable economy. References Blignaut, A. S. (2002). Matching computer competencies with education competencies in preservice teacher training. South African Journal of Higher Education, 16(3), 109-126. - 175 - Department of Education. (2006). Annual Report 2005/2006. Retrieved 12 May 2007. from http://www.education.gov.za/dynamic_/dynamic.aspx?pageid=329&catid=10&category=Reports&legtype=null. Law, N., Pelgrum, W. J., & Plomp, T. (Eds.). (2008). Pedagogy and ICT use in schools around the World: findings from the IEA SITES 2006 study. Hong Kong: Springer and Comparative Education Research Centre at the Universities of Hong Kong. Pelgrum, W. (2008). School practices and conditions for pedagogy and ICT. In Law, N., Pelgrum, W. J. & Plomp, T. (Eds.), Pedagogy and ICT use in schools around the World: findings from the IEA SITES 2006 Study (pp. 67-120). Hong Kong: Springer and Comparative Education Research Centre at the University of Hong Kong. Pelgrum, W., & Law, N. (2008). Introduction to SITES 2006. In Law, N., Pelgrum, W. J. & Plomp, T. (Eds.), Pedagogy and ICT Use in Schools Around the World: Findings from the IEA SITES 2006 Study (pp. 1-11). Hong Kong: Springer and Comparative Education Research Centre, The University of Hong Kong. Republic of South Africa. (2004). White Paper on E-Education: transforming learning and teaching through Information and Communication Technologies (ICTs). Retrieved 26 July 2006. from http://www.info.gov.za/whitepapers/2003/eeducation.pdf. Spiceland, J. D., & Hawkins, C. P. (2002). The impact on learning of an asynchronous active learning course format. Journal of Asynchronous Learning Networks, 6(1), 68-75. Acknowledgements Prof. Petra Engelbrecht and Prof. Monty Monteith for the financial contribution towards this research project. Dr. Illasha Kok, for assisting us with fieldworker training. Elmy de Koker, Illandi Papenfus, Michael Streaton and Francois Papers for acting as co-fieldworkers and data transcribers. - 176 View publication stats