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The Appropriation of Education Policy on Information and Communication Technology in South African Schools
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</div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 87351</div> </div> </div> </div> <div class="card publication-listing mt-3 mb-3"> <h5 class="card-header" style="font-size:.9rem">The Appropriation of Education Policy on Information and Communication Technology in South African Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Vandeyar">T. Vandeyar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to explore how Government policy on ICT influences teaching and learning in South African schools. An instrumental case study using backward mapping principles as a strategy of inquiry was used. Utilizing a social constructivist lens and guided by a theoretical framework of a sociocultural approach to policy analysis, this exploratory qualitative research study set out to investigate how teachers appropriate government policy on ICT in South African schools. Three major findings emanated from this study. First, although teachers were ignorant of the national e-education policy their professionalism and agency were key in formulating and implementing an e-education policy in practice. Second, teachers repositioned themselves not as recipients or reactors of the e-education policy but as social and cultural actors of policy appropriation and formulation. Third, the lack of systemic support to teachers catalyzed improved school and teacher collaborations, teachers became drivers of ICT integration through collaboration, innovation, institutional practice and institutional leadership. <iframe src="https://publications.waset.org/abstracts/3109.pdf" style="width:100%; height:400px;" frameborder="0"></iframe> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT" title="ICT">ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20as%20change%20agents" title=" teachers as change agents"> teachers as change agents</a>, <a href="https://publications.waset.org/abstracts/search?q=practice%20as%20policy" title=" practice as policy"> practice as policy</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%27s%20beliefs" title=" teacher's beliefs"> teacher's beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%27s%20attitudes" title=" teacher's attitudes"> teacher's attitudes</a> </p> <a href="https://publications.waset.org/abstracts/3109/the-appropriation-of-education-policy-on-information-and-communication-technology-in-south-african-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3109.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">476</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" 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