Factors influencing the integration of ICT in teaching and learning

The extant literature highlights that a combination of attitudes towards technology, technological competencies, and access to technology tools are factors that significantly impact the integration of technology within the classroom teaching and learning environment by educators and school management. This study investigated the influence of these factors in predicting successful technology integration in teaching and learning within the private school context in South Africa and included respondents from primary and secondary schools. The research adopted a quantitative cross-sectional survey strategy and collected data from educators and school management using a questionnaire. The study found positive educator attitudes towards the use of ICT tools in classroom teaching and learning. In addition, educators have a high level of skill in using ICT tools for teaching. It also found high exposure levels to technology tools for classroom use. Although it was found that the management staff are largely undecided on technology integration, favourable perceptions were expressed towards factors related to the application process, familiarity and confidence, adaptation, and creativity in the use of technology in education. Educators' ICT skills were found to significantly influence technology integration in teaching and learning. However, there was no statistical evidence to suggest that access to technology and educator attitudes can significantly influence technology integration in teaching and learning. The study offers several recommendations for enhancing technology integration in the classroom.