Effects of Gauteng province’s educators’ ICT self-efficacy on their pedagogical use of ICTS in classrooms

Abstract

The proliferation of ICT in South African basic education has not been associated with effective pedagogical uses of ICT in classrooms. While there is differential deployment of ICT as cognitive tools of instruction in South Africa's schools, the effects of educators' ICT self-efficacy on their pedagogical use of technologies is yet to be fully grasped. This research gap has been attributed to, inter alia, the lack of a detailed profile of ICT self-efficacy beliefs of educators and its effects on pedagogical uses of ICT by educators. This study employs a crosssectional survey, adapting a structured questionnaire to investigate the relationship between purposively selected 163 Gauteng educators' ICT self-efficacy beliefs and their pedagogical use of ICT. An exploratory factor analysis on pedagogical use of ICT (PUI) revealed three factors of 'traditional PUI' and one 'constructivist PUI'. Results suggest that ICT self-efficacy had a positive significant but moderate effect on the three traditional PUI and a positive significant and strong relationship with the constructivist PUI. Furthermore, a linear regression analysis found ICT self-efficacy to significantly predict all four PUI factors. The study recommends initial educator training that emphasises exposure of trainee educators to extended periods of hands-on engagement with ICTs in classroom environments. Furthermore, it recommends continuous ICT integration and the development of practicing educators with a focus on the "how to" integrate ICT tools as 'generative' mind tools. These interventions have potential to increase educators' ICT self-efficacy in resource constrained contexts. The implication is that educator training curricula are re-designed with an emphasis on practical lesson planning that includes ICTs as seamless resources used in the classroom in basic education.

Impact of a One-Off Demonstration on the Use of ICT in the Teaching of Andragogy Students on Their Change of Attitude Towards the Use of ICT in Education

“…This means that the use of ICT in the teaching of future educators will lead to a higher use of ICT in their own teaching and to the promotion of the use of ICT in education. This result is in line with some recent previous studies on the positive effects of ICT use in teaching (Hardman, 2019;Mlambo, Rambe and Schlebusch, 2020 ;Willis et al, 2019;Hammond, 2017;Garzón et al, 2020) and attitude towards the use of ICT in education (Eksail and Afari, 2020;Tomczyk et al, 2020b).…”

“…As part of the university training of andragogy students, these factors could be a trigger for further action in this area. Many studies are looking at the positive effects of the use of ICT in teaching, both for students and teachers (Hardman, 2019;Mlambo, Rambe and Schlebusch, 2020;Coklar, 2013;Cok, 2016;Genlott and Grönlund, 2016); Willis et al, 2019;Hammond, 2017, Garzón et al, 2020; Eger et al, 2020;Chang, Tu and Hajiyev, 2019;Wang, Tigelaar and Admiraal, 2021;Eksail and Afari. 2020), however there are not many studies examining how to induce educators to change attitudes towards the use of ICT, in terms of understanding its true added value in teaching itself from a didactic point of view and increasing their motivation to use ICT in teaching.…”

Science teachers’ integration of digital resources in education: A survey in rural areas of one Indonesian province

“…Self-efficacy in this study refers to the Indonesian science teachers’ belief in their own capabilities to perform teaching by integrating digital resources in education. Theoretically, when teachers have confidence to integrate technology into their teaching activities, they will more likely use it on a daily basis ( Mlambo et al., 2020 ). Earlier studies have reported the strong relationship between self-efficacy and intention to use or actual behavior to use technology into teaching ( Lee and Lee, 2014 ; Rohatgi et al., 2016 ).…”

The Integration of New Technologies in the Geography Lessons

“…Teachers who do not know how to use the computer should have training courses such that they can use computers and educational software as often as possible in daily activities, thus facilitating the educational process. International studies show similar results, for example, some that highlight the usefulness of training geography teachers to use new technologies in the classroom (Mlambo et al, 2020;Lateha & Muniandyb, 2010).…”