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Examining factors that influence teachers to adopt information and Communication Technology in rural secondary schools: an empirical study

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Abstract

Information and Communication Technology (ICT) has undoubtedly forms an important channel for improving student learning through continuous access to information and knowledge development. Evidence suggests that teachers in rural secondary schools are still unclear about how to use technology appropriately to facilitate particular approaches to educational practice. Quantitative research method and the modified Unified Theory for Acceptance and Use of Technology (UTAUT) model were used to investigate factors that influence teachers to adopt ICT in rural secondary schools. A closed questionnaire was used as a data collection instrument and the data was analysed using descriptive statistics techniques. The results show that opportunities such as ICT infrastructure, training policy, collaboration, ICT assessments and ability to communicate using ICT influence teachers’ adoption of ICT and make teaching and learning effective. ICT assessments facilitate the recording of responses, provide necessary feedback, empower teachers and students and transform teaching and learning processes from being teacher-centered to student-centered. Furthermore, communication platforms and collaboration models if implemented might be particularly effective in generating increased participation and improve learning outcomes. The ICT training policy guide teachers in the adoption of ICT in the classroom. Evidently, it is essential to adequately develop teachers’ ICT fluency and put in place appropriate ICT infrastructure and training policy to enhance teaching and learning practices in rural secondary schools.

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Acknowledgements

I give my sincere gratitude to the Department of Basic Education, University of the Witwatersrand and teachers for allowing me to carry out the study in their schools.

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  1. University of the Witwatersrand, Private Bag 3, 2050, Wits, Johannesburg, South Africa

    Rekai Zenda & Reuben Dlamini

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  1. Rekai Zenda
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The researchers applied for ethical clearance from the University of the Witwatersrand Ethics Committee (PROTOCOL NUMBER-H18/10/34) and the Limpopo Department of Basic Education.

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Zenda, R., Dlamini, R. Examining factors that influence teachers to adopt information and Communication Technology in rural secondary schools: an empirical study. Educ Inf Technol 28, 815–832 (2023). https://doi.org/10.1007/s10639-022-11198-y

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