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dc.contributor.authorChigona, A
dc.contributor.authorChigona, W
dc.date.accessioned2010-08-06T13:12:03Z
dc.date.available2010-08-06T13:12:03Z
dc.date.issued2010
dc.identifier.issn1817-4434
dc.identifier.urihttp://hdl.handle.net/10394/3617
dc.description.abstractThe 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.en
dc.language.isoenen
dc.subjecteducatoren
dc.subjectCapability Approachen
dc.subjecttechnologyen
dc.subjectconversion factorsen
dc.subjectpedagogyen
dc.titleCapability approach on pedagogical use of ICT in schoolsen
dc.typeArticleen


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