Identifying the factors impacting the uptake of educational technology in South African schools: A systematic review

Abstract

The South African education system is considered one of the most unequal in the world. Providing learners with quality education and equipping them with the digital skills required for the Fourth Industrial Revolution is essential. To achieve this, plans are in place to incorporate educational technology in schools. However, it is important to understand the factors and conditions which have had the greatest impact on this process. This systematic review outlines 5 aspects that have been found to influence the use of educational technology in South African schools: access to technical resources; skills, training and competence; efficacy and efficiency beliefs; pedagogical compatibility; and a supportive leadership and management structure. Recommendations based on these findings are provided which can inform policy and practice.

South African Life Sciences teachers’ pedagogical beliefs and their influence on information communication and technology integration

“…This study found that effective ICT integration in teaching is hindered by the following: ICTs not correctly working, smartboards vandalized, 10.3389/feduc.2023.1217826 Frontiers in Education 10 frontiersin.org learners not having smart devices because they cannot afford or the school policies prohibiting them from using the devices within the school premises, and teachers lacking skills and knowledge on how to integrate ICTs effectively in teaching. These factors are similar to those identified in other South African studies such Hart (2023) and Ndlovu-Gatsheni (2015).…”