ICT Integration framework to enhance teaching and learning in Gauteng Schools

The Gauteng Department of Education (GDE) initiated the integration of ICT in curriculum delivery in 2014. This paper interrogates the low integration rate of ICT in teaching and learning in Gauteng public schools, despite the wide range availability of ICT resources in targeted schools, since. In a 2021 study, I focused on schools in three regions of the Gauteng province, andoverarching question was an enquiry into how the integration of technology in pedagogy could enhance teaching and learning in Gauteng public schools. My secondary enquiry was broader and includedan investigation of the factors that influence successful integration of technology to improve teaching and learning; the perceptions of educators and subject advisors on the use of ICT to improve curriculum delivery; the extent to which ICT training assists educators to integrate technology in the classroom; and the policy recommendations that could be tabled to the GDE to integrate ICT in public schools. The study gave rise to specific recommendations, which I drew on to formulate an ICT integration framework that would, firstly, be responsive to the challenges that led to low ICT integration; and secondly, that would be a model for effective ICT integration. The ICT Integration Framework consists of eight sequential as well as integrated steps, namely: Perceptions and Attitudes of User; ICT Teacher Training; ICT Integration in the classroom; Responsive ICT Integration; ICT Project Management Office; Pedagogical Value; and National Value. The framework represents a novel and responsive solution contextual to GDE circumstances. It is a contemporary extension of the Technology Acceptance Model (TAM) by Davies. Moreover, it offers an alternative to the Technology Acceptance Model (TAM) or Technology Diffusion Model by Rogers, 2015, which does not substantiate on other important factors to be considered when a teacher wants to integrate ICT in the classroom.