Teachers’ readiness towards the integration of information and communications technology into teaching and learning : a case of engineering graphics and design in uMgungundlovu District, KwaZulu-Natal

Abstract

The infusion of Information and Communications Technology (ICT) into the education system has led to changes in the way teaching and learning are conducted. One of the factors is the migration of the world to the Fourth Industrial Revolution (4IR) and another factor is the recent outbreak of COVID-19. This change has necessitated the need for teachers to have ICT skills that would help them integrate ICT into teaching and learning. Hence, this study was conducted to investigate the state of readiness of Engineering Graphics and Design (EGD) teachers in the integration of ICT in teaching and learning in uMgungundlovu secondary schools. To carry out the objectives of this study an interpretivism paradigm was employed. The study also employed qualitative approach to collect data. The investigation comprised of 9 teachers and convenience sampling was used to select the participants. Interviews and classroom observations were used as data collection methods. These methods were adapted from the Technological Pedagogical Content Knowledge (TPACK) framework that was used to underpin the study. Data gathered from interviews was subjected to thematic analysis and data gathered from classroom observations was reported descriptively. The findings of this study discovered that EGD teachers in uMgungundlovu District are ready to infuse ICT into teaching and learning as they indicated that ICT integration in EGD lessons is very essential but there are few challenges like the shortage of ICT resources that are proving to be a stumbling block. The study recommends that the Department of Basic Education (DBE) should provide teachers with training so that those teachers who are technically disadvantaged can be equipped with relevant ICT skills. The study further recommends that DBE should also provide schools with equipment such as laptops, projectors, whiteboards, AutoCAD, and tablets that EGD teachers would use to incorporate ICT into teaching and learning as it has been proven that abstract concepts are best studied using technology.