Technology readiness of public school teachers : a study in Nelson Mandela Bay Municipality

Globally, it is well documented that technology integration (Information & Communication Technology) in teaching & learning environments improve educational experiences and outcomes. The information revolution also conditions the global collective to prioritise and invest in education. In South Africa, basic education is increasingly aiming to integrate technology in its teaching and learning processes, as is already common practice in the higher learning environment. Policies and supporting educational legislation must, therefore, be geared to steer teacher training emphasis in this regard, especially for primary schools. To anchor economic developments, important parameters to consider, include the readiness of teachers to use technology in the classroom, measured through the technology readiness index (TRI) and a variety of demographic indices. These reveal trends among teachers and their interaction with learners while delivering subject content in the classroom. In the Nelson Mandela Bay Municipality (NMBM) (Port Elizabeth and Uitenhage) area, Eastern Cape, South Africa, 32 schools totalling 70 teachers were evaluated using an online survey, based on a TRI model, initially developed by Parasuraman and later refined by Parasuraman and Colby. Results showed that teachers in the NMBM area have a medium to high technology propensity, with a readiness index score of 3.445 out of five. The demographic analysis also revealed that teachers are optimistic about technology and motivated about making it work in their classroom. These positive indicators towards technology (ICT) adoption encourage economic investments in basic education; however, further study is recommended to investigate implementation (and comparison to other provinces), therefore, informing the specific magnitude and type of investments needed in the Eastern Cape. An implementation model, which promotes ICT policy with a combination of software, hardware and internet access, appropriately incorporated in teaching and learning objectives, is encouraged to promote economic developments

Technology readiness of public school teachers : a study in Nelson Mandela Bay Municipality

Globally, it is well documented that technology integration (Information & Communication Technology) in teaching & learning environments improve educational experiences and outcomes. The information revolution also conditions the global collective to prioritise and invest in education. In South Africa, basic education is increasingly aiming to integrate technology in its teaching and learning processes, as is already common practice in the higher learning environment. Policies and supporting educational legislation must, therefore, be geared to steer teacher training emphasis in this regard, especially for primary schools. To anchor economic developments, important parameters to consider, include the readiness of teachers to use technology in the classroom, measured through the technology readiness index (TRI) and a variety of demographic indices. These reveal trends among teachers and their interaction with learners while delivering subject content in the classroom. In the Nelson Mandela Bay Municipality (NMBM) (Port Elizabeth and Uitenhage) area, Eastern Cape, South Africa, 32 schools totalling 70 teachers were evaluated using an online survey, based on a TRI model, initially developed by Parasuraman and later refined by Parasuraman and Colby. Results showed that teachers in the NMBM area have a medium to high technology propensity, with a readiness index score of 3.445 out of five. The demographic analysis also revealed that teachers are optimistic about technology and motivated about making it work in their classroom. These positive indicators towards technology (ICT) adoption encourage economic investments in basic education; however, further study is recommended to investigate implementation (and comparison to other provinces), therefore, informing the specific magnitude and type of investments needed in the Eastern Cape. An implementation model, which promotes ICT policy with a combination of software, hardware and internet access, appropriately incorporated in teaching and learning objectives, is encouraged to promote economic developments