Management Model to Strengthen integration of Information and Communication Technology in Pedagogic Practices at Selected Zululand District Schools
The aim of the study is to design a management model to strengthen integration of information and communication technology in pedagogic practices at selected Zululand district schools. The model seeks to provide clarity for school management teams (SMTs) in terms of how they can effectively embed ICT resources into their pedagogic practices. It also guides school leaders and education providers in creating a shared vision for how technology can best meet the needs of learners. The management model is a distinct body of ideas that offers school managers guidelines for how best to fulfil their leadership and management tasks. There seems to be no proper management for strengthening integration of ICT into pedagogic practices. Schools seems to be lagging in terms of ICT integration in teaching and learning. The educational practice is not in line with the ambition to integrated ICT into teaching and learning. The study was embedded in the theory of change (ToC). A theory of change is the manifestation of the essential beliefs and assumptions that guide transformation strategy. It is a guide that puts emphasis on what you want to achieve rather than what you want to do. Theory of change provides a very powerful learning lens, which guides school management teams (SMTs) to ask themselves simple but important questions about what they are doing and why they are doing the study. This study adopted participatory action learning and action research (PALAR). PALAR, just like theory of change, helped move participants from being passive collectors and reporters of information to active users of information for the management model to strengthen the use of ICT in their classrooms. A qualitative dimension was used to gather participants’ perspectives at each stage of the research process. Qualitative research highlights what happens and what is discovered in a real-world context without controlling and manipulating what is being explored. A total of eight (8) participants were purposefully selected from four (4) schools and the district office. District officials included were directly involved in the management of ICT and curriculum. The participants chosen had shown interest and have experience in ICT and curriculum delivery. The study used focused group discussions to collect data. Data was analysed, presented and interpreted using thematic analysis. Based on the findings and informed by the data, the study proposes a management model with four components that emerged during the research process
Management model, Information Communication and Technology, pedagogic practices, Theory of change
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