Access, awareness and use of ICT to promote efficient teaching and learning in the classroom for grade 11 learners at Finetown Secondary School in Johannesburg.

Abstract

The integration of Information and Communication Technology (ICT) is crucial for modern education, yet its potential remains largely untapped in many schools in South Africa. This study investigates access, awareness and the actual use of ICT to promote effective teaching and learning at Finetown Secondary School in Johannesburg. The study utilised a mixed-methods approach involving surveys of grade 11 learners and interviews with teachers and revealed a significant contradiction that while 72.7% of learners have access to ICT devices at home, only 10.2% have access at school. As a result, the vast majority (88.6%) report never using ICT for educational purposes in the classroom. The findings of the study identify key barriers that include a critical shortage of devices, poor internet connectivity and a profound lack of formal ICT training for both learners and teachers. Despite these challenges, learners recognize the importance of digital skills for their future careers. The study concludes that the digital divide is not merely a matter of hardware but of integration and capability. It recommends strategic investments in ICT infrastructure, reliable internet and comprehensive, pedagogically-focused training programs. The study is of the view that addressing these issues is essential to bridge the digital divide and equip learners with the competencies necessary for the 21st century.