Capability approach on pedagogical use of ICT in schools
Abstract
The use of Information Communication Technologies (ICTs) for enhancing pedagogical
activities has enormous potential to raise standards and increase educators’ and learners’
capabilities. However, research and anecdotal evidence in South Africa show that there is a
low adoption rate of ICT among educators in schools and, in cases where the technology
has been adopted, the impact has not been optimal. This qualitative study analyses the
factors which prevent educators from using ICTs in their pedagogy. The perspectives of
limited access and/or use of ICT as deprivation of capabilities provide a conceptual base for
this paper. Sen’s Capability Approach has been used as a conceptual lens to examine the
educators’ situation regarding integration of the technology in their pedagogy. Face-to-face
interviews, with fourteen educators and two Khanya personnel, were used to gather data for
the study. The findings show that personal, social and environmental factors are hindering
the educators from realising their potential capabilities from the ICTs available in their
schools. For effective use of the technology in the classrooms, the educators need to be
equipped with Technological Pedagogical Content Knowledge.