Information communication technology access, usage and impact in primary school teaching and learning : the case of Nkonkobe area, Eastern Cape

Abstract

This study examines ICT access, usage and impacts in primary school teaching and learning in Nkonkobe in the Eastern Cape Province. One of the major motivations for this study was that while the general advantages of ICT are well established and known, it however remains unclear whether South African schools, especially Eastern Cape primary schools have access to ICT hardware and software for teaching and learning. If they do have access to ICT, do they use it? For what? How frequent do they use it? Are teachers skilled enough to use this ICT in teaching and learning? Are learners benefiting from ICT usage? Against this background and questions, this research looks at whether selected urban, peri-urban, and rural primary schools in Nkonkobe Municipality have access to ICT. It also examines the role and impact of ICTs in primary school teaching and learning in Nkonkobe, Eastern Cape. The results of the study show that while urban and peri-urban primary have access to ICT, rural primary schools lack basic ICT hardware such as desktop computers and laptops. The urban and peri-urban primary schools are utilizing ICT in their daily teaching and school administration activities. Learners in urban primary schools also use ICT for their educational development. On the other hand rural primary schools are deprived of full ICT access and usage. Some of the rural schools only rely on television sets and cellphones for use in teaching and learning activities. Learners in rural primary schools are thus not benefiting much from ICT usage in teaching and learning. This ‘digital divide’ between urban, peri-urban and rural primary schools is one of the many policy gaps that are highlighted as a critical area that need to be addressed by the National and Provincial Education Departments.