Responsive ICT Intergration Framework to enhance teaching and learning in Gauteng Schools.

ICT INTEGRATION FRAMEWORK TO ENHANCE TEACHING AND LEARNING IN GAUTENG SCHOOLS
Abstract
This study sought to examine the extent of ICT integration and adoption in selected Gauteng public schools in South Africa. Following a Mixed-Methods approach, the study investigated the factors that influence successful integration of technology to enhance teaching and learning. The study gave rise to specific recommendations, which the researcher 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). Moreover, it offers an alternative to the Technology Acceptance Model (TAM) or Technology Diffusion Model, which does not substantiate on other important factors to be considered when a teacher wants to integrate ICT in the classroom. The responsive ICT framework serves as a guide for successful ICT integration to improve adoption and optimal utilisation of technology in the classroom.

Key words: ICT integration; integration framework; Gauteng schools; teaching and leaning