Lecturers’ perceptions of ICT use in a South African private higher education Faculty of Education
DOI:
https://doi.org/10.47408/jldhe.vi39.1673Keywords:
ICT integration, TPACK, TAM, DigCompEdu, professional development, educational development, South AfricaAbstract
This study investigates lecturers' perceptions of ICT integration within a South African Faculty of Education. Employing a mixed-methods approach guided by the TPACK, TAM, and DigCompEdu frameworks, data were collected from a census of 56 academic staff. The findings reveal a complex interplay between infrastructural provision and digital inequities. While lecturers indicated high technological self-efficacy, its translation into effective practice was mediated by a misalignment between the technologies promoted and the institutional context. Key constraints included curriculum overload, variable technical support, and a critical disconnect between the chosen technologies and student accessibility. Despite these barriers, emergent peer collaboration and strategic optimism indicate a nascent shift towards transformative practice. The study concludes that for ICT integration to be effective, institutional strategy must evolve from a techno-positive provisioning model to one that prioritises contextually appropriate and accessible digital pedagogy.
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