The integration of Information and Communication Technology in the Curriculum of North West Province schools : Mafikeng High Schools
Abstract
The integration of Information and Communication Technology (ICT) in and for education
is rapidly expanding in many countries and is now seen worldwide as both a necessity and
an opportunity for improving and enhancing education offered to citizens across the globe
(UNESCO, 2006). The education system does not only pursue the integration of ICT into
the curriculum because of its popularity in the market system, but because of the role it is
perceived to play in the changing curriculum. According to the White Paper 7 on eEducation
policy (2004: 17) every South African learner should be able to use ICT tools
confidently and creatively to develop the skills and knowledge they need to achieve
personal goals and to be full participants in the global community by 2013. The central
role played by teachers in teaching and learning requires them to have a holistic
understanding of ICT integration. Furthermore they should be able to analyse when
integration is appropriate according to what is expected from the learner in the teaching
and learning process. The study sought to address this research question: what are
teachers' perceptions regarding integrating ICT with the curriculum in the classroom?
Drawing on the evidence from a survey of eighteen/twenty one high schools in the
Mafikeng Area Office of North West, the findings show that teachers use ICT tools to
differing degrees, depending on their perspectives relative to ICT and their levels of
professional experience. The significant ideas of how teachers perceive the integration of
ICT tools into the curriculum emerge from what they view as benefits of using ICT and
what they view as challenges when integrating ICT into the curriculum. In order to
integrate ICT meaningfully into the teaching and learning activities teachers need both
commitment and the technological skills. Contrary to expectation, the degree of ICT
integration within the curriculum did not correspond directly with the availability of
sufficient hardware, software or internet connectivity at the participating schools.