**3.3 Document analysis**

Document analysis is a systematic procedure used to review and evaluate documents in qualitative research which includes text and images [59]. In this study, documents that were examined were Internet access policy, strategic plan curriculum development, institutional strategy, consolidation plan, technology stations policy, policy on electronic resource centres, and Internet centres policy and audit report on ICT.

*Strategy as Plan for Technology Integration to Reposition Lecturers for the New Normal in Higher… DOI: http://dx.doi.org/10.5772/intechopen.102078*

### **3.4 Open-ended questionnaire**

An open-ended questionnaire comprises questions that allow the respondents to express their opinion without being channeled to the alternatives provided by the researcher. The open-ended questionnaire was divided into two parts [60]. The first part allowed the participants to indicate gender. The second part comprises of five questions to find out more about the Strategy as Plan. The researchers developed these questions. The open-ended questionnaire aimed to establish if the lecturers were aware of the study university ICT, Teaching and Learning (T&L) and e-Learning policies. Furthermore, to find out if the T&L policy incorporates technologyenhanced teaching and learning. Also establishing if the lecturers participated in the development of the policies. Typical examples of items from this section included "Were you involved in the development and the reviewing of these policies? Yes/ No. Explain" and "Does the teaching and learning policy incorporate technologyenhanced teaching and learning? Yes/No. If yes, elaborate."

### **3.5 Individual interview**

In this study, individual semi-structured interviews were conducted with 18 lecturers. Interviews are referred to as the tools that yield an in-depth understanding of a subject at hand [60, 61]. The individual interviews consisted of one question. This question was: Were you involved in the development of the ICT policy? If yes explain. This question serves as the follow-up and verification of the responses provided on other instruments.

### **4. Findings and discussion**

To determine the technology integration in teaching and learning, in terms of the Internet Access Policy, it was found that the provision of the Internet is clearly stated. The policy stipulated the Internet and connectivity would be provided to staff and students. It was also found that the rule on access to the Internet was available on the policy. Payne and Payne [62] support this policy and argued that the Internet is a fundamental need for technology integration to take place.

It was also found that the policy stated that, the institution's Internet connectivity and bandwidth shall be primarily intended for use by staff and students for teaching, learning and conducting research." It may be argued that the study university planned for the ICTs to be used for the benefit of teaching, learning and research. In this case, Rana and Rana [32] argued that in the strategic plan of the HEIs, ICTs intended to be incorporated to enhance the quality of teaching and learning as well as to create a platform for multimodal.

The findings show the update to the Internet would be undertaken by the ICT Services department. The policy indicated that the ICT Services is responsible for updating of policy as and when changes are required and ensuring compliance with this policy." It was also found that at a study university ICT Services department took accountability for the supervision of the execution of the policy by staff. In this regard, the policy stated that "the ICT Services is responsible for monitoring and reporting any breach of policy."

Concerning the strategic plan, findings revealed that the objectives of the strategic plan emphasize the quality of teaching and learning as well as the

student-centered approach. The objectives relevant to this study included: to enhance the quality of teaching and learning for holistic student success as well as prepare diverse students for rewarding careers and responsible citizenry by providing a student-centered learning experience that is underpinned by a scholarship of teaching and learning. The student-centered approach highlights innovation in diverse learning environments [63, 64].

About the consolidation plan, it was found that this plan emphasized the strategy to capacitate the staff with the incorporation of technology in teaching and learning using the multimodal approach. The statement relating to a strategy to empower staff to integrate educational technology in T&L to achieve optimal results; introduce multimodal teaching. The multimodal approach played a significant role during pandemic at a study university to support the socio-economic background of the students, the role of study packs or printed material supported the students without access to technology and the Internet [64] and have access to the information anytime and anywhere [12]. The findings revealed that the study university had a plan to establish computer laboratories on all campuses. The university's infrastructure should be described in depth in the policy [64].

Concerning the curriculum development document, it was found that the document stipulated that all programs should incorporate technology. The document stipulated that all the new and existing programs must in addition to the particular focus of the learning area, also address areas of development in computer skills, technology innovation and technology transfer strategy and research skills. It may be argued that the curriculum development document supports 21st –century skills. In this regard, Suleiman et al. [64] argued that the 21st -century skills are necessary for the successful integration of technology.

In terms of the Study University Strategy 2014–2019 the findings reveal that technology integration was intended to support postgraduate studies by providing a conducive environment. The document stated the encouragement and promotion of postgraduate studies, research and innovation in current and emerging niche areas. The lack of relevant technologies in the teaching, learning and research environment is one of the primary hindrances for technology integration [65].

It was also found that postgraduates would be provided with technology to support the research projects. The document ensured an enabling and supportive environment through technology-based postgraduate studies, research and innovation. These findings are supported by the theory of the zone of proximal [66], where the appropriate resources are made available and accessible for the construction of knowledge.

The findings also revealed the improvement of quality of teaching and learning as well as student success. The document revealed the enhancement of the quality of teaching and learning for holistic student success. It was also found that the document promised to provide the utmost quality service to all the stakeholders. It was stated that to deliver the highest quality service to internal and external clients and stakeholders.

To establish lecturers' perception on the promotion of ICT in education to reposition them for the integration of technology in the new normal, in terms of the availability of the ICT policy, the findings revealed that the majority of lecturers were not aware of the ICT policy in the School of Education. Miss Koto and Dr. Lebelo indicated that they were not aware of the ICT policy and they were not sure if there was an ICT policy. Mrs. Tsotetsi disputed the availability of ICT policy and said, no, there was no ICT policy. However, Mr. Nyoni said, yes, there was an ICT

*Strategy as Plan for Technology Integration to Reposition Lecturers for the New Normal in Higher… DOI: http://dx.doi.org/10.5772/intechopen.102078*

policy. The lecturers as stakeholders would be aware if they took part in the development of the ICT policy [36].

Regarding the lecturer's awareness of e-Learning policy, the findings revealed that most lecturers were not aware of the availability of the eLearning policy. Mrs. Tsotetsi said there was no eLearning policy. Whilst Miss Pelle said she was not sure if there was an e-Learning policy. Mr. Ndlozi indicated "he had never seen the e-learning policy. Mrs. Ntanzi said she was not aware of the e-Learning policy. Mr. Nyoni indicated otherwise and stated, yes, there was an e-Learning. Lecturers must be involved in the development of eLearning policy, to increase awareness among the academic staff [36].

Pertaining to the awareness of the availability of the Teaching and Learning policy, the findings show that the lecturers attest to its availability. Mr. Nyoni, for instance, argued, "Yes, it was there we access it through the staff portal. Ms. Pelle also indicated that they always refer to it. It may be observed in this study that when lecturers are implementing the policy, their chances of awareness and utilization improve because of the collaboration of all the stakeholders [38].

Concerning the incorporation of technology-enhanced teaching and learning, the findings show that most lecturers were ignorant of this policy. For instance, Mr. Ndlozi posited, he did not know whether the teaching & learning policy incorporates technology. Mr. Pule indicated, he was not sure if the teaching & learning incorporates technology. However, Mr. Nyoni and Mrs. Nkosi posited, yes, the teaching & learning policy incorporates technology. To raise awareness of this policy, the emphasis should be made that technology is not meant to replace the teachers, but it is used as an add-on to harness teaching and learning [67].

In terms of the lecturers' involvement in the development and reviewing of policies. The findings indicate that most lecturers were not involved except for two lecturers. Mr. Booi and the rest of the lectures said, no, we were not involved in the development and reviewing of policies. Whereas Mr. Nyoni indicated, the draft was circulated, and we made inputs. Ms. Pelle indicated, yes, she was involved in the development and reviewing of policies. Ngcapu et al. [68] argue, that a bottom-up approach, is a more effective way to the policy change, in the long run, acceptance is aided by a democratic component.

Regarding the awareness of the constant development and reviewing of policies. It was found that most lecturers were not aware of the constant reviewing and development of policies except for one lecturer. Mr. Ndlozi stated, no, the institution does not constantly revise the policies. Mrs. Ntanzi indicated, "She did not know if the institution constantly revises the policies. Whereas Mr. Nyoni stated, yes, the institution constantly revises the policies. Van Der Mars [69] argues that the lack of advocacy of the policies negatively impacts its implementation.

### **5. Conclusion**

In conclusion, the strategy as plan using ICT policy that could impact on repositioning the lecturers for the integration of technology for the new normal in education was explored. It may be observed in this study that indeed lecturers were not prepared before the COVID-19 pandemic to incorporate technology in their teaching practice. The new normal was the rapid online adoption of teaching and learning. Even though various policies were applied to the study university, it was clear during the pandemic that their implementation was not realized and was not advocated the lecturers.

During the first phase of the national lockdown, many universities in South Africa were not ready to immediately switch to remote teaching. Due to various challenges relating to lack of implementation of ICT and e-learning policies, the involvement of all stakeholders in the policy development, the unpreparedness of lecturers to teach online, digital divide, lack of network data. It was reported that emergency remote workshops serve to mitigate some of the challenges. It was indicated that the study university adopted multi-modal teaching, learning and assessment strategy to cater to the socio-economic background of the students.

It is worth noting that there was no evidence of the E-Learning policy or ICT policy. Hence, the majority of lecturers were not aware of these policies in the School of Education. However, lecturers ignored the integration of technology to enhance teaching and learning as there were training programs provided in the school of education. The lecturers were aware of the teaching and learning policy and they ensured to implement and constantly refer to it.
