Social issues that negatively impact Information and Communication Technology integration in South African township schools

Abstract

This qualitative study critically reviews social issues negatively impacting ICT integration in township schools. Reports have shown that township schools are mostly affected by various contextual factors, such as high crime rates and theft, to adopt technology in schools effectively. These factors appear to have become hindrances for teachers in successfully infusing ICT in township classrooms.  The Unified Theory of Acceptance and Use of Technology (UTAUT) conceptual framework was adopted to extend the above arguments. Further, the constructivist paradigm and case study research design were employed to guide this study. Ten secondary schools in the Umlazi district were purposively sampled for observations, and semi-structured interviews were conducted with five principals and five School Governing Body members. Inductive data analysis was used to analyse the data collected. Findings showed that theft and burglary, vandalism, security issues, and poverty are severe social issues that affect ICT integration in township schools. I then argue that the government and the education stakeholders must improve security by installing high-quality security, such as cameras, building strong rooms or secure places for technology resources. In addition, community forums should be requested to prioritise schools’ safety. The community must be educated on the imperatives of ICTS in schools.