AN EXPLORATION OF INTERMEDIATE PHASE TEACHER’S EXPERIENCES ON THE

LACK OF ICT INTEGRATION IN NORTHERN AREA PRIMARY SCHOOLS IN NELSON

MANDELA BAY

by

Submitted in accordance with the requirements for the degree of

BACHELOR OF EDUCATION IN INTERMEDIATE PHASE TEACHING

at the

IIE’S VARSITY COLLEGE

School of Education
NMB Campus

SUPERVISOR: Miss Tarryn Lovemore

November 2021
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Table of Contents

1 Introduction ........................................................................................................ 1

1.1 Research title ............................................................................................... 1

1.2 Background .................................................................................................. 1

1.3 Research problem ........................................................................................ 2

1.4 Relevance .................................................................................................... 2

1.5 Research question ....................................................................................... 3

1.6 Objectives .................................................................................................... 3

1.7 Aim of study ................................................................................................. 3

2 Literature review ................................................................................................ 3

2.1 Theoretical approach ................................................................................... 3

2.2 Previous literature ........................................................................................ 5

2.3 Conceptualisation ........................................................................................ 8

3 Research methodology .................................................................................... 11

3.1 Research design ........................................................................................ 11

3.2 Population .................................................................................................. 12

3.3 Sampling .................................................................................................... 13

3.4 Data collection method............................................................................... 13

3.5 Data analysis method ................................................................................ 14

4 Conclusions ..................................................................................................... 15

4.1 Trustworthiness in qualitative study ........................................................... 15

4.2 Ethical considerations ................................................................................ 16

4.3 Limitations of this study .............................................................................. 17

4.4 Anticipated contribution of the study .......................................................... 18

5 Addendum A – Interview schedule ................................................................... 19

6 Reference List.................................................................................................. 20

i
1 INTRODUCTION

1.1 Research title

An exploration of Intermediate phase teachers’ experiences on the lack of ICT

Integration in Northern Area primary schools in Nelson Mandela Bay.

1.2 Background

Information Communication Technologies (ICT) in the 21st century makes life easier
and plays an essential role in how individuals work, live, play and more importantly,
learn (Gunter & Gunter, 2015). In South Africa, 95% of the Eastern Cape Province
schools are declared ‘no fee-paying schools’. They are regarded as quintile one to
three schools, with limited resources to cater for the poverty status of communities
(Ncanywa, 2015). Quintile one schools are categorised as the poorest schools lacking
in resources and quintile five as the richest schools. The deployment of ICT to enhance
institutional performance was made a priority by the Department of Education,
however, this was not met (Meyer & Gent, 2016).

In 2003, the South African government introduced an ICT education policy, a White
paper on e-Education, which outlines effective implementation of pedagogical ICT
integration into subject teaching (Ndlovu, 2015). The challenge that teachers face is
that the policy does not specifically disclose how ICT should be used to bring value to
the teaching and learning experience and valuable skills are lacking (Ndlovu, 2015).
The area of study, the Northern Areas, a group of suburbs located in the municipality
of Nelson Mandela Bay (NMB) is characterised as a poverty-stricken community.
182,000 people live in the Northern Areas (Bloemendal, Bethelsdorp and Gelvandale)
(StatsSA, 2011). Distorted development in NMB has manifested in a highly skewed
distribution of income and wealth (Van Greunen & Veldsman, 2018).

The unemployment rate is over 35% and 44% of households access at least one social
grant (StatsSA, 2011). This community also endures crises and are currently in a
vicious cycle of poverty, sickness, crime, and hopelessness, and therefore do not
progress but regress and need relief in the form of eradication of unemployment,
crime, poverty and needs development of future leaders for the country (Van Greunen
et al, 2018). The introduction of ICT is seen as a path to invest in children’s futures
and set them up for life, but within the Northern Areas, ICT systems and devices have

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been delayed in these schools due to crime/theft of infrastructure, lack of funding and
time, lack of skills and lack of clarity regarding the e-Education policy (Padayachee,
2017). These statements reflect a gap between the well-developed policy and
implementation in schools due to factors that are particular to the environment the
schools are situated in.

1.3 Research problem

ICT in the classroom has been introduced into schools and curricula worldwide due to
globalisation and modernisation posing new challenges and influencing our daily lives,
from the way we live and work to the way we teach and learn. Recently in the Covid-
19 lockdown, many affluent schools continued their education with remote learning
while schools were closed. In the past year, ICTs have played an integral role in
accessibility to education around the world because of the Covid-19 pandemic.

However, due to the digital divide in South Africa, the middle- and low-income
households did not have access to technology, so curriculum packages were compiled
and sent home and public television channels were contracted to deliver teaching
using the one technology more widely available in poorer communities (Jansen, 2020).
Additionally, not all teachers have embraced new technology into their teaching, and
they continue using traditional methods despite the shift in knowledge transmission
(Mukhari, 2016). The purpose of this study is to gain an in-depth understanding of
what factors hinder the integration of ICT in intermediate phase classrooms and how
teachers perceive these issues as barriers. where?

1.4 Relevance

The purpose of this research study is to explore teachers' experiences of the use of
ICT in the intermediate phase and the lack of its usage within lessons and how it
impacts on teaching and learning. This topic is relevant to the researcher’s degree of
Education studies in the Intermediate phase because the role of the teacher is
changing and innovative teaching strategies such as integration of ICT should be
encouraged as a 21st century teacher.

Teachers work in diverse settings and need to cater for the different types of learners
in their classrooms therefore bringing in technology to assist them. However, in low-
resourced schools, ICT tools are non-existent. This study’s results will discuss the
you do not know the results yet
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factors such as teacher’s unwillingness to change their ways and embrace technology
and their school contexts they teach in that hinder them from incorporating it.

1.5 Research question

What are teachers' experiences on the lack of ICT Integration in Northern Area primary
schools in Nelson Mandela Bay?

1.6 Objectives

The key objectives of this study are:

- To determine what is the ICT proficiency levels of intermediate phase teachers

within Northern Area schools,
- Understand what intermediate phase teachers’ experiences are of integrating
ICT into their teaching whilst there being a lack,
- Understand what intermediate phase teachers’ challenges are in integrating
ICT and,
- Describe intermediate phase teachers’ strategies for implementing ICT tools
while having a lack of ICT infrastructure in school.

1.7 Aim of study

The aim of this study is to understand the lack of ICT Integration tools into the
Intermediate phase for teachers in Northern Areas primary schools.

2 LITERATURE REVIEW

2.1 Theoretical approach

The theoretical perspective underpinning the study is related to integration of

technology into classroom activities. The theory has been proposed by Punya Mishra
and Matthew Koehler in 2006 to correctly introduce technology into the classroom
context. The Technological Pedagogical Content Knowledge (TPACK) framework
focuses on the integration of pedagogical, technological and content knowledge and
it is necessary to know its interaction with other kinds of knowledge, such as
pedagogical knowledge (PCK), technological content knowledge (TCK) and
technological pedagogical knowledge (TPK) (Moreno, Montoro and Colon, 2019).

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The TPACK framework suggests that teachers need to have a deeper understanding
of certain components of knowledge to organise their teaching practices utilising
technology, pedagogy and content. According to Mishra, Koehler, Kereluik, Shin and
Graham (2013) the following three major knowledge components form the foundation
of the TPACK framework namely; Content Knowledge (CK) which refers to any
subject-matter knowledge that a teacher is responsible for teaching, Pedagogical
Knowledge (PK) which refers to teacher knowledge about a variety of instructional
practices, strategies and methods to promote learners learning and finally,
Technological Knowledge (TK) refers to teacher knowledge about traditional and new
technologies that can be integrated into the curriculum.

Mishra et al. (2013) argue that the three abovementioned components in the TPACK
approach link to three other components in the theory that address how knowledge
interacts and affects each other. Firstly, Technological Content Knowledge (TCK)
which refers to knowledge of the common relationship between technology and
content (Schmidt, Baran and Thompson, 2009). Secondly, Pedagogical Content
Knowledge (PCK) stems from Shulman’s 1986 theory of PCK where his idea of an
understanding of how particular topics, problems or issues are organised, represented
and adapted to the diverse interests and abilities of learners and presented for
instruction (Schmidt et al., 2009). Thirdly, Technological Pedagogical Knowledge
(TCK) refers to an understanding of technology which can either hinder or benefit
specific pedagogical practices in the classroom (Mishra et al., 2013).

Thus, all knowledge components mentioned come together and form the
Technological Pedagogical Content Knowledge (TPACK) framework and Adam
(2017) depicts the correlation in Figure 1. TPACK is an instrument to measure the
level of integration of the components of the TPACK framework and is what the teacher
should know to effectively integrate technology into the curriculum. This theory has
relevance to the study and has factors associated with the aim of the study whereby it
explains how and why the integration of technology with pedagogy and content is
beneficial for teachers to understand and implement in the classrooms. Additionally,
in the 21st century, teachers and schools are encouraged to integrate technology into
their practices but due to lack of infrastructure or lack of training the teachers only
have knowledge concerning pedagogical knowledge and content knowledge and are
missing technological knowledge. Finally, this theory will guide the research in

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investigating the factors affecting the technology integration by teachers in the
Northern Areas.

Figure 1: Technological, Pedagogical, and content

knowledge framework (Adam, 2017).

2.2 Previous literature

Educators these days need to be aware of the fourth industrial revolution (4IR)
demands, thus the need to change their teaching methods in 21st century classrooms.
Shafie, Majid and Ismail (2019) states that advanced modern technology such as
artificial intelligence, robotics, and the internet will replace some jobs in the future,
therefore it is crucial for the learners of today to possess skills that will not be
replaceable by the technology. This is where the 21st century skills take place in
today’s education. For learners to be and stay relevant in the workplace, teachers
need to train them with the 21st century skills demanded in 4IR. However, learners
would not be able to develop these skills if their teachers have insufficient skills and
lack of knowledge in training those skills to their learners (Shafie et al., 2019).

UNESCO (2021) defines information communication technologies as a diverse set of

technological tools and resources used to transmit, store, create, share, and exchange

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information. These technological tools and resources include computers, the internet,
radio, television, podcasting, audio and video players, videoconferencing, and
websites. This literature review will discuss five relevant literatures that the researcher
believes is relevant to the research study. Additionally, the literatures’ similarities,
differences, and relation to the research topic of lack of ICT integration and its impact
on teaching and learning will be discussed. A summary of each literature piece will be
given.

According to Padayachee (2017) in South African education, ICT integration has been
severely limited by operational, strategic, and pedagogical challenges. He notes that
the Department of Basic Education has acknowledged that technology-enhanced
learning has not progressed in South Africa as predicted and there was a gap between
governments expectations and the practices of the teachers. Furthermore,
Padayachee (2017) states that deeper understanding of ICT Integration in the
classroom can be used to bridge the gap between theory and practice in developing
new teacher training programmes. Nkula & Krauss (2014) argued that ICT Integration
does not simply mean the placing of computers in the classroom, nor does it refer to
the use of technology to support traditional teaching methods. She states that
technology should be used to facilitate teaching and learning where learners learn with
ICTs.

Nkula et al. (2014) echoes the same expectations of Padayachee (2017) whereby
teachers have a lack of self-efficacy where they are not engaging with the relevant
technologies. However, Padayachee (2017) had differing views to Nkula et al (2014)
on several factors that deny the use of ICTs in the classroom such as, lack of time,
lack of clarity regarding the e-Education policy, lack of support through infrastructure
and policy and lastly the lack of skills which both researchers have noted. Finally,
Nkula et al. (2014) states that teachers lack the computer skills necessary for
integrating ICTs into learning and as a result, computers are often set aside for use on
special occasions.

Wilson-Strydom & Thomson (2005) recognised that using computers to learn rather
than learning to use computers was how to integrate ICT into classrooms. Thus, the
focus is on adding value to the curriculum in numerous ways and what is important is
that ICT skills are not taught as an activity but are acquired in the activity that is

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meaningful to learners. Wilson-Strydom et al (2005) further argues that the White
paper needs to be unpacked in schools especially in schools where there is limited
previous experience in the use of ICTs to support teaching and learning. Additionally,
training should be allowed for teachers to learn to set tasks that require learners to
use these information skills, as South African teachers are being encouraged to adopt
new learner-centred teaching strategies.

According to Mlongwa (2012) the use of computers was introduced in South African
schools in the 1980’s but primarily in schools that were well-resourced. Mlongwa
(2012) further states that the biggest challenge to implement ICT is that government
does not have enough funds to purchase computers and build infrastructure for ICT in
the various provincial education departments and they do not prioritise the issue of
ICT implementation as compared to other basic needs such as clean water, sanitation,
and electricity in communities in dire need. Similarly, as Wilson-Strydom et al. (2005)
and Mlongwa (2012) also studied the survey done by INTEL ‘Teach to the future’ which
is a teacher development programme that provides teachers with insight on how to
implement ICT into teaching and learning. Mlongwa (2012) stated that in this way the
digital divide or gap between the well-resourced and low-resourced schools could be
filled. Studies done in urban schools through Mukhari (2016) indicated that ICT
integration in teaching and learning is endorsed by teachers and principals who
understand the benefits of ICT in enabling better strategies, greater collaboration with
teachers, improved access to the required information and the ability to cater for
learners with different potential and learning styles.

The reconstruction of the education system to include ICT and technology was based
on the belief that ICTs have the potential to enhance teaching and learning this
improving educational skills across the school curriculum. Furthermore, the
Department of Basic Education (2004) emphasise the importance of integrating ICTs
in teaching and learning to redress a historical inequity and the need to improve the
quality of education to create new and innovative models of teaching (Mukhari, 2016).
The factors that hinder the successful ICT integration identified by Mukhari (2016) was
the same as mentioned by the other previous researchers.

Therefore, the gap in literature that this study will fill is by understanding intermediate
phase teachers experiences from the geographical area of the Northern Areas in

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Nelson Mandela Bay and how they experience the lack of ICT integration in their
classrooms and schools.

In conclusion, this literature review has discussed the individual research literatures
and identified the similarities between them. The relevant literatures’ findings and
previous studies done were discussed and related to the research topic of the lack of
ICT integration in Northern Area primary schools in Nelson Mandela Bay and its impact
on teaching and learning. Additionally, the experiences of intermediate phase teachers
in the Northern Areas was explained as the gap to address in literature.

2.3 Conceptualisation

The following are key terms in the research study and will be discussed further:

7.1) Information Communication Technology (ICT)

Mdlongwa (2012) defines Information and Communication Technology (ICT) as a

global network in which ideas are exchanged, or information and knowledge is shared,
through using communication technology like cell phones, and technology like
computers to connect people. This is relevant to the study as the aim of the research
is to explore the lack of ICT tools in low-resourced schools. The study also discusses
the importance of integrating ICT into classrooms. Nureni (2014) defines ICT as the
merging of audio-visual, telephone and computer networks through a link system and
are unified communications and the integration of telecommunications. Similarly, ICTs
are a set of activities which facilitate by electronic means the processing, transmission
and display of information (United Nations, 2003). For the purpose of this study, the
term Information and communication technology refers to a global network in which
ideas are exchanged or information and knowledge is shared through communication
technology (Mdlongwa, 2012).

7.2) ICT Integration

The process of determining where and how technology fits in the teaching and learning
scenario (Ghavifekr, Razak, Ghani, Ran, Meixi & Tengyue, n.d). This key term is
relevant to the study as the aim is to explain the lack of ICT Integration into
Intermediate phase classrooms. Tondeur (2007) states that effectively integrating ICT
into classrooms is not simply providing computers and securing a connection to the

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internet rather choices have to be made regarding educational objectives and the
process of ICT integration is a dynamic one involving interacting factors over time.
Similarly, merely providing ICT does not inevitably improve learning, it is how the
teachers use ICT that makes a difference and teacher professional development is
critical to achieving valued outcomes (Tondeur, Forkosh-Baruch, Prestridge, Albion,
Edirisinghe, 2016). For the purpose of this study, the term ICT integration refers to the
process of determining where and how technology fits into teaching and learning
(Ghavifekr et al., n.d).

7.3) Primary school

The primary level of education for Grades 1 – 7 in the South African school system
(Department of Basic Education, 2010). This key term is relevant to the study as the
study will take place and explore the experiences of intermediate phase teachers in
primary school settings. Ughabugo (n.d) defines primary education level as the most
critical being the base of the whole system and the key to the success or failure of the
whole system. In support of Ughabugo (n.d) definition, Etor, Mbon and Ekanem (2013)
define primary education as the universally accepted foundation laying level of
education in all nations of the world and it provides a mini-structural framework on
which quality of other levels of education is anchored. For the purpose of this study,
the term primary school refers to the primary level of education for Grades 1-7 in South
African schools.

7.4) Northern Areas

A historically demarcated Coloured residential area within Nelson Mandela Bay in the
Eastern Cape (NAPEDIA, 2020). It is characterised by poverty, crime, sickness, and
hopelessness (Van Greunen & Veldsman, 2015). This geographical area is relevant
to the study as it is the focal point of the study of ICT Integration in these areas’
schools. Similarly defined as an area where coloured people have been resettled after
the forced removals in the 1960s (Nelson Mandela Bay Tourism, 2013). For the
purpose of this study, the term Northern Areas will refer to a historically demarcated
coloured residential area within Nelson Mandela Bay (NAPEDIA, 2020).

7.5) Intermediate phase

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The second phase of education of learning in South Africa which involves Grades 4-6
pupils (Department of Basic Education, 2010). This is relevant to the study as the aim
of the study is to determine the impact on intermediate phase teachers in schools.
Similarly, Mthethwa (2015) defines the intermediate phase as the primary school’s
middle phase, the level at which the research is taking place. For the purpose of this
study, the term intermediate phase refers to the second phase of education of learning
in South Africa involving Grades 4-6 (Department of Basic Education, 2010).

7.6) Nelson Mandela Bay

A metropolitan area on the southern coast in the Eastern Cape Province of South
Africa. The areas it covers include the city of Gqeberha and the towns of Kariega and
Despatch (Nelson Mandela Bay Tourism, 2021). This geographical area within South
Africa will be the education district of the research study and will provide the study with
context. According to the Department of cooperative governance and traditional affairs
(2020) Nelson Mandela Bay is a municipality established on 5 December 2000 and
was the first city to establish a fully integrated democratic local authority the city is also
mostly referred to as the “friendly city” or the “water sports capital of Africa”. Similarly,
the Nelson Mandela Bay Municipality (2017) defines Nelson Mandela Bay as a
location on the southern coast of South Africa, on the shores of Algoa Bay and is one
of two metropolitan municipalities in the Eastern Cape province. For the purpose of
this study, the term Nelson Mandela Bay refers to a metropolitan area on the southern
coast in the Eastern Cape province (Nelson Mandela Bay Tourism, 2021).

7.7) Teaching and learning

Methods used by the teacher to help learners meet the desired objectives. They
identify the different available learning methods to enable teachers to develop the right
strategy to deal with their learners. Learning entails acquiring knowledge during a
lesson (The IIE, 2020:29). This key term is relevant to the study as the impact on these
teaching and learning methods will be explored. In addition, teaching and learning
process can be defined as the transformation process of knowledge from teachers to
students and it is referred as the combination of various elements within the process
where an educator identifies and establish the learning objectives and develop
teaching resources to implement the teaching and learning strategy (Munna and
Kalam, 2021). According to Aarhus University (n.d) teaching and learning outcomes

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outline relevant teaching activities to some degree and supports students learning. For
the purpose of this study, the term teaching and leaning refers to transformation
process of knowledge from teachers to learners as the combination of various
elements are identified and establish learning objectives and develop teaching
resources (Munna and Kalam, 2021).

3 RESEARCH METHODOLOGY

3.1 Research design

This study of teachers experiences on the lack of Information Communication

Technology (ICT) integration is guided by an interpretivist paradigm. Interpretivism has
the view that knowledge is constructed by individuals (Du-Plooy Cilliers, Davis &
Bezuidenhout., 2014). Common sense guides all and facts are fluid set within a
meaning system. Thomas (2010) argues that interpretivists assume that knowledge
and meaning are acts of interpretation, hence there is no objective knowledge which
is independent of thinking, rational humans.

In this paradigm, reality is viewed as subjective and experienced differently by all.

Reality is a social concept as people interpret their experiences with different
meanings (Du-Plooy Cilliers et al., 2014). Social world is what people perceive it to be.
Researchers have found that the premise of interpretive researchers is that access to
reality, whether given or socially constructed, is only through social constructions such
as language, consciousness and shared meanings (Thomas, 2010). All researchers
bring values into their study however interpretive researchers make their values known
in a study and value the various understandings of unique realities from their
participants (Creswell, 2013). Values or the axiological position of interpretivism allows
the researchers to openly discuss the values that shape their research including their
own interpretations and those of participants (Du-Plooy-Cilliers et al., 2014). In
interpretivism the theory that is chosen should tell a story and describes in-depth
understanding of other people’s realities which is referred to as the metatheory in
interpretivism (Du-Plooy-Cilliers et al., 2014). Finally, qualitative methodology that is
easily influenced by personal feelings are used in interpretivism such as focus groups,
in-depth interviews or narratives (Du-Plooy-Cilliers et al., 2014).

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This paradigm is appropriate for the current study because the experiences and
feelings of Intermediate phase teachers will be explored and the impact of the lack of
ICT infrastructure in Northern Area primary schools will be explored and the
participants will share in their social values and the researcher will consider their
personal points of view as part of the process of studying them.

This proposed study takes a qualitative approach. Du-Plooy-Cilliers et al., (2014)

states that qualitative includes looking at the whole world experience and is interested
in the depth of human experience such as personal circumstances that are
characteristic of individual experiences and meanings, for example, each teacher will
have different experiences with ICT integration, and each will differ as to their attitudes
towards the subject. Therefore, each participant will share different meanings towards
the phenomenon. Likewise, Hammarberg, Kirkman and de Lacey (2015) confirm that
qualitative research seeks to answer questions about experience, meaning and
perspective most often from the standpoint of the participant which confirms that the
participants guide the research data by their beliefs, attitudes and concepts of
descriptive background knowledge.

This is appropriate for the current study because I will receive in-depth data and
answers from teachers about their honest feelings and experiences towards the
integration of ICT into their schools and classrooms and whether they feel it is viable
to integrate it. The collection of non-numerical data will prove best as personal
meanings will be given towards the topic.

3.2 Population

The population of a study refers to the total group of people whose information is
required (Du-Plooy-Cilliers et al., 2014). The population of this proposed study is
Intermediate phase (IP) teachers teaching in Grades 4-7 and are situated in the
Northern Areas of Nelson Mandela Bay (NMB). The teachers should have at least five
sample
years teaching experience. The population of teachers will be chosen from the
Schauderville area in the Northern Areas to conduct the interviews. The shared
characteristics of the population include Intermediate Phase teachers and their shared
geographical area.

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3.3 Sampling

A sample of a population involves differentiating between the target population and

the accessible population to the researcher (Du-Plooy-Cilliers et al., 2014). The
sampling method that this research study will utilise is a non-probability sampling
method. This refers to when not every individual within a population can be reached
therefore only a selected sample will be chosen by the researcher and are not
randomly chosen (Du Plooy-Cilliers et al., 2014). A total of six to ten teachers will be
chosen to be interviewed for the study. The method of purposive sampling will be
utilised when choosing teacher participants for the study. Purposive sampling involves
purposefully choosing the elements that the researcher wishes to include in the
sample based on a set list of characteristics (Du Plooy-Cilliers et al., 2014). I will then
select a sample from the population that have the characteristics of being an
Intermediate phase teacher who has at least five years’ experience and are teaching
in the Northern Areas, specifically in primary schools in the Schauderville area. The
population who does not fall within these criteria will not be considered for the sample.
Finally, convenience sampling will be utilised in this research study. Du Plooy-Cilliers
et al., (2014) claims that convenience sampling refers to a sample that consists purely
of elements that the researcher has easy access to or interviewing people most likely
to be convenient, hence why the Schauderville area will mostly be used as this area
is convenient as it is not far from home to travel, and this will be beneficial as I do not
have big funds to travel far distances. The school, I have done my teaching practical
at will welcome me to conduct interviews with their teachers. There are also
professional connections I have made with every teacher, and I feel comfortable
talking to them and seeking advice from them. Lastly, the research study will benefit
as it will receive rich personal experiences from teachers who have been teaching for
over 30 years.

3.4 Data collection method

For this research study, I will use qualitative data collection methods. I will make use
of semi-structured interviews (see Addendum A). I will use open-ended questions.
Open-ended questions refer to questions that cannot be answered with a ‘yes’ or ‘no’
but need the participants to elaborate on their viewpoints (Andrews & Andrews, 1993).
The interview will be between 20-30 minutes long with seven questions. I will interview

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each teacher individually and will ask for permission to audio-record the interview to
be able to transcribe it afterwards. I will ask the interview questions verbally and the
teachers will respond back verbally. The interview questions will only be made
available to the teachers on the day of the interview to allow their answers to not be
rehearsed and should be truthful as I seek the truth about the circumstances of lack
of ICT in Northern Area primary schools. Open-ended questions will be favourable as
they will allow the participants to pause and reflect on their answers and therefore give
their viewpoint on the subject.

3.5 Data analysis method

Qualitative data analysis will be used in this research study. De Vos, Strydom, Fouché
and Delport (2011, cited in Du-Plooy-Cilliers et al., 2014) outline qualitative data
analysis as the process of bringing order, structure and meaning to the mass of data.
This simply means that broad data is narrowed down and given structure and
meaning. Thus, a qualitative content analysis will be conducted from the data which
refers to content such as text because I will use an interview with my participants, I will
transcribe their answers and turn it into text. Qualitative content analysis is used to
explore and identify themes and patterns embedded in a particular text (Du Plooy-
Cilliers et al., 2014). A deductive approach will be used that refers to applying a theory
to the data to test the theory (Bingham & Witkowsky, 2021). When conducting a
deductive analysis, I will use a conceptual framework previously identified in my
research to identify various specific codes within my text which will be grouped into
specific themes. As stated before, after each interview I will transcribe the answers,
and this will be the texts. Hence, in conducting qualitative content analysis, I will group
data together that I received from the intermediate phase teachers into chunks and
then assign them into broader categories or themes with related meanings. This will
be done using coding. Coding is a process whereby the researcher breaks the text
down into codes and concepts and places them into categories (Du Plooy-Cilliers et
al., 2014).

According to Du Plooy-Cilliers et al., (2014) the coding of the transcribed interviews

will take place in the eight following steps. Firstly, prepare the data, define the coding
unit to be analysed, develop categories and a coding scheme or conceptual
framework, test your coding scheme on a sample text, code all text, assess your

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coding consistency, draw conclusions from the coded date and lastly report your
methods and findings. Within step five, a process of thematic coding will be used.
Thematic coding involves recording or identifying passages of text that are linked to a
common theme or idea allowing the researcher to index the text into categories and
therefore establish a framework of thematic ideas (Medelyan, 2021). For example, I
will read through my transcribed interviews and highlight similar words that have come
up in each interview and find a pattern or theme between them. This will then form a
thematic idea for the research.

4 CONCLUSIONS

4.1 Trustworthiness in qualitative study

I intend to uphold the trustworthiness of this qualitative study. I aim to ensure

trustworthiness by establishing the criteria of credibility, transferability, dependability
and confirmability (Du Plooy-Cilliers et al., 2014). According to Korstjens and Moser
(2018) the first criteria for trustworthiness is credibility which is the confidence that can
be put into the findings and establishes whether the research represents accurate
information drawn from participants original data and is a correct interpretation of the
participants original views. In this study I will be drawing my research findings from
intermediate phase teachers about the experiences about ICT Integration and how
they view the phenomena. These findings must be credible information taken from the
participants. The strategy of triangulation is defined as more than one research
method is used such as in-depth interviews, combined with focus groups that are used
to collect data thus increases the credibility of the research study (Du Plooy-Cilliers et
al., 2014). In this study, triangulation will be used by interviewing six different teachers
and the interview will be supplemented by notes made such as observation notes
made about the teacher’s experiences. The different methods of triangulation in this
study will be conducting interviews, interviewing different people and using
observation notes.

The second criteria, transferability is defined as the ability of the research findings
being applied to similar situations and delivering similar results (Du Plooy-Cilliers et
al., 2014). In essence, if this research study were to be done over then the same
results would be generated. In this study I will ensure that if the research study is given
a wider scope and I need to interview more teachers then the transferability of the
Page 15 of 25
research study’s findings must be able to be applicable to other contexts. The third
criteria, dependability refers to how well of integration takes place between the data
collection method, data analysis and the theory generated from the data (Du Plooy-
Cilliers et al., 2014). In this study, dependability will be seen when the method of
interviews and observation notes link with the deductive approach and transcription of
interviews and coding go with the TPACK framework that was identified in the
theoretical approach of the study. Finally, the fourth criteria for trustworthiness is
confirmability. This refers to how well the data collected support the findings and
interpretation of the researcher. It also indicates how well the findings flow from the
data (Du Plooy-Cilliers et al., 2014). In this study, I will check for confirmability by
utilising member-checking. This refers to getting feedback on data obtained and by
the same participants that it was obtained from. It strengthens the data especially
because the researcher and participants look at the data with different eyes (Korstjen
and Moser, 2018). This will be done by giving the research findings and observation
notes to the teachers who were interviewed and ask them to check if the data is correct
and accurate by coming to a similar conclusion as the researcher did.

4.2 Ethical considerations

To consider ethical issues I will obtain gatekeeper permission by the principal of the
schools in Schauderville to interview their teachers for my research study. A
gatekeeper is defined as a person who controls access to an institution or organisation
such as a school principal. Gatekeeper permission refers to obtaining permission from
the head of an institution to undertake research in an institution (Singh and
Wassernaar, 2016). Informed consent will be sought by participants of this research
study by formally informing them that they are partaking in a research study, and they
should clearly understand what will be required of them during their participation (Du
Plooy-Cilliers et al., 2014). In this study, informed consent will be obtained by having
teachers sign their consent and the documents will be kept on record. Similarly, if they
do not sign then their consent will be audio-recorded where participants clearly state
their name, time and date and their consent.

I do not intend providing incentives to my participants during this research study as

there are ethical implications as it will influence who participates and affects the
chosen sample of teachers in the study. It will also affect how the participants interact

Page 16 of 25
to the interview questions because they will believe to answer in certain ways to get
the incentive, this is unethical. This research study will endeavour to be sensitive
towards its participants and intend not to harm them. Harm in this context refers to
causing participants to recall emotionally painful memories, making members feel
embarrassed in front of others, creating situations where a participant’s work is
threatened, or conducting a group interview and participants responses are made to
feel less intelligent or not relevant than of others (Du Plooy-Cilliers et al., 2014).

Anonymity will be guaranteed in this research study to not leak or record sensitive
information to exploit the participants. In this study, anonymity will be done by not
recording the names of the teachers who were interviewed at any stage of the research
process and their responses will not be able to match with their identity. The names of
schools and teachers in this research study will not be recorded during this research
process. Lastly, deception will be avoided as far as possible when interacting with
participants. According to Du Plooy-Cilliers et al., (2014) refers to deception of
research participants as telling them the research is about one thing when it is really
about another or giving them general purposes of the research but not telling them
what you are specifically looking for. This study will avoid using any deception with its
teachers as participants.

4.3 Limitations of this study

Limitations can be described as constraints or limits in the research study that is out
of the researcher’s control (Du Plooy-Cilliers et al., 2014). The possible limitations of
this study include a lack of cooperation by teachers in the selected schools to partake
in the study and limited amount of time to conduct the interviews, transcribe and code
them and then conduct member-checking would be very time consuming. The sample
size could be too small therefore limiting the data collection and the data cannot be
generalised on the issues of the lack of ICT integration in these schools. Additionally,
a big limitation would be the COVID-19 pandemic whereby the spread of the virus
would impact on me physically going to the schools and interviewing the teachers and
hearing their input. A solution would be to conduct an online interview via Zoom,
Microsoft teams, WhatsApp video call or Skype. I could interview the teachers and
record the session to then transcribe their responses after the interview. Lastly, a
limitation would be future studies whereby I could interview more schools and more

Page 17 of 25
teachers to achieve a broader understanding of the phenomena of ICT Integration in
Northern Area primary schools and what are the teachers’ experiences.

4.4 Anticipated contribution of the study

The purpose of this study is to understand the experiences of intermediate phase

teachers who teach in the Northern Areas of Nelson Mandela Bay and what their
experiences of ICT integration are in their classrooms. The anticipated contribution of
this study is to raise awareness of the lack of ICT Integration in this geographical area
and how lack of knowledge on some teacher’s part contributes to the lack of integration
of ICT into teaching and learning in these schools. The increased awareness will also
shine a light on the problem of lack of infrastructure available at these schools and the
stark inequalities of schools in the city. Therefore, this study can contribute to
supporting the National and provincial Department of Basic Education to understand
and address the infrastructure gap in low-resourced schools. Similarly, this research
study will support school principals and teachers to address and overcome the
problem of lack of ICT integration into teaching and learning. This study can also
contribute to future teacher’s research on understanding experiences of ICT
integration and how to implement it into teaching and learning into low-resourced
schools such as the Northern Areas.

Page 18 of 25
5 ADDENDUM A – INTERVIEW SCHEDULE

INTERVIEW SCHEDULE
Name of participant: ___________________________________________
Signature: ____________________________________________
Research study topic: An exploration of Intermediate Phase teachers
experiences on the lack of ICT integration in Northern Area primary schools in
Nelson Mandela Bay.
Introduction: Good day, my name is . I am a 4th year Bachelor of
Education Intermediate Phase student currently undertaking my research
study using a qualitative approach. I have purposely chosen you to be a
participant in my study to receive answers on individual experiences on ICT in
the classroom and how it is lacking in the geographical area of the Northern
Areas. I would like to find out what are your perceptions on this lack of ICT and
what shapes your beliefs and attitudes towards the topic. If you would be so kind
as to truthfully answer the following questions. Your identity will be kept
confidential when writing up the research report and no mention of school
names will be made in the research report.
Do you give permission for this interview to be audio-recorded?
Yes (√): No (√):

1. How would you define ICT?

2. What are your experiences of integrating ICT?
3. Can you tell me what ICT tools you are familiar with?
4. What tools do you use the classroom? i.e., videos, blackboard, whiteboard,
tablets, PowerPoints. How does this enhance your lessons and why?
5. Can you tell me about the ICT infrastructure at your school? what do you
believe is lacking?
6. What are the challenges you face regarding ICT?
7. Have you tried to address/ overcome these challenges?

Ending; Thank you for your time and input

Page 19 of 25
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LIST OF FIGURES:
Figure 1: Adam, A.S. 2017. A framework for seeking the connections between
technology, pedagogy and culture: A study in the Maldives. Journal of Open, Flexible
and Distance Learning, 21(1) 35-51. [Online] Available at:
https://files.eric.ed.gov/fulltext/EJ1148206.pdf [Accessed 24 October 2021].

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