Student-teacher perceptions and practices shaping the transformation of teaching and learning through information and communication technology
TL;DR
The findings of this study highlight the fact that ICT adoption is influenced by student-teachers’ beliefs about technology and their self-efficacy in determining whether ICT becomes meaningfully integrated into lessons, and highlights the importance of continuous mentorship, school-based support, and available technology tools to enable student-teachers to develop confidence in using ICT effectively.
Abstract
The present study examines the perceptions and practices of student-teachers regarding the integration of Information and Communication Technology (ICT) in South African schools. Rogers’ Diffusion of Innovation (DoI) theory was chosen as guiding framework to investigate how student-teachers adopt, adapt, and utilise digital tools to enhance teaching and learning during their teaching practice. Particular attention given to the perceptions of student-teachers who taught in urban schools and those who taught in rural schools. The researcher chose a qualitative research design in order to collect relevant data. The researcher adopted a qualitative research design. Data were collected through focus group interviews, classroom observations, and document analysis involving student-teachers from diverse subjects and phases. The findings of this study highlight the fact that ICT adoption is influenced by student-teachers’ beliefs about technology and their self-efficacy in determining whether ICT becomes meaningfully integrated into lessons. It also highlights the importance of continuous mentorship, school-based support, and available technology tools to enable student-teachers to develop confidence in using ICT effectively. The significance of this study is that it contributes important insights into how student-teachers experience and interpret ICT integration during their teaching practice. It highlights the strengths and gaps in current teacher training and the need for higher educational institutions to implement hands-on ICT practice, mentorship, and contextually relevant digital competencies to better prepare future teachers for technology-rich classrooms. Lastly, the study demonstrates that student-teacher training and competence cannot be isolated from the infrastructural realities of schools and it requires that school environments are equipped with the necessary digital tools, connectivity, and technical support.