School management teams’ perceptions of ICT integration in township and rural secondary schools of KwaZulu-Natal, South Africa: infrastructure challenges.

Abstract

The purpose of the study was to investigate the perceptions of school management teams (principals and departmental heads) on Information and Communication Technology (ICT) integration in the township and rural secondary schools in KwaZulu-Natal Province, South Africa. This article focuses on the infrastructure challenges of ICT as perceived by school management teams. The study was embedded in the interpretive paradigm and used the qualitative research approach. The theory of National Educational Technology Standards for Administrators (NETS-A) 2009 was used as the lens through which to view the perceptions. It focused on four purposively selected township and rural secondary schools that integrated ICTs into teaching and learning. Three data collection tools were used: interviews, non-participant observation, and document analysis. Data were analysed using a thematic approach. Findings of the study revealed that schools experienced challenges like shortage of computers in comparison to the schools’ enrolment figures, poor internet connection for online access, electrical power interruptions due to load shedding and blackouts. The study recommended that school management teams broaden their understanding of ICT integration to improve leadership, source alternative means to finance ICT integration due to its high costs, and review school rules to accommodate gadgets such as cell phones for use in the classroom.