**3. Methodology**

In this research, the qualitative method of research was used. The primary goal of the researcher using this approach was to define, describe, interpret and understand the behaviours of the participants regarding the extent of implementation of

### **Figure 1.**

*This evolutionary model represents a gradual progression from conventional teaching methods towards a sophisticated integration of technology and metacognitive strategies in education.*

### *Chronicling Information Communication Technology into Teaching and Learning… DOI: http://dx.doi.org/10.5772/intechopen.113790*

computer integration into teaching and learning in selected schools in the Mthatha District. The researcher mainly used the qualitative research method of data collection. Hennink et al. [22] point out that when the researcher is interested in seeking to investigate a phenomenon that requires more descriptive data, the qualitative research method is usually used. It employs strategies of inquiry that involve collecting data to the best of a research problem. The qualitative research method is used as a major form of collecting data. The qualitative research design used in this study is a case study. Case study research provides a unique example of real people in real situations, enabling readers to understand ideas more clearly than by simply presenting them with abstract theories or principles [23]. The population for this study comprised all 15 teachers of one selected secondary school and 32 teachers of the selected junior secondary schools. The researcher used face-to-face, in-depth interviews. The interviews were used to gather in-depth information about the viewpoints and opinions of the respondents regarding the extent of implementation of computer integration into teaching and learning in selected schools in the Mthatha District. Archibald et al. [24] highlight that qualitative interviews may be used either as the primary strategy for data collection or in conjunction with observation, document analysis or other techniques. The researcher initially sought permission from the respondents to use an audiotape to collect data from them. The respondents agreed to take part in the study by signing informed consent forms to document their consent to participate in the study. The participants were interviewed, and their voices were captured through the use of an audiotape. Each interview took place at either the principal's office or the deputy principal's office, depending on the venue that was allocated to the researcher by the individual school management teams. These offices were used because of the quiet and comfortable environments they provided for the interviews. The researcher started the individual interview by establishing rapport with each of the interviewees. An explanation was given to each of the interviewees that the purpose of the interview was to investigate the integration of information and communication technology during the teaching and learning encounter in the Eastern Cape, South Africa. Hubbard [25] states that qualitative analysis involves working with data, organising it, breaking it into manageable units, synthesising it and searching for patterns. A qualitative data analysis process was followed to treat and analyse the data.

### *Question 1a: Could you please tell me if and how teachers in this school use computers to assist them in teaching and learning in the class?*

About 83% (10) of the participants highlighted the following as the ways in which computers assist them in the teaching and learning processes in the classrooms: teachers use computers for investigating issues concerning teaching and learning in their learning areas; teachers use computers to assist them in setting questions for tests and examinations and teachers also use the Internet to surf and download question papers for classroom practices. The above is supported by the following excerpts. Respondent 1 (Principal): teachers use computers to set questions for class tests and to also do investigations on the Internet.

*Respondent 1 (teacher):* We download question papers from the Internet using computers. Two participants (17%) said teachers did not use computers to assist in the teaching and learning process in the classrooms. This is supported by the following examples:

*Respondent 3 (Principal):* We do not use computers to assist us in teaching and learning in this school. Respondent 7 (teacher): teachers do not use computers for teaching and learning in the class.

*Question 1b: In what ways do learners use computers to assist them in the learning process in this school?*

Seven participants (58%) clearly stated that learners in their classrooms did not use computers in the learning and teaching process in their schools. That is, only the teachers used the computers to type question papers. These participants also highlighted the point that learners did not use computers in the schools because there was no one with the skills or who was computer literate to teach them. The following examples support this:

*Respondent 1 (Principal):* Our learners do not use computers in this school. Respondent 5 (teacher): learners in this school do not use computers because they are not computer literate. Five participants (42%) said their learners used the Internet to Google information for their assignments, but that was not a regular occurrence.

*Respondent 2 (Principal)*: Our learners use computers to help them type their assignments and to Google relevant topics and concepts. Respondent 3 (teacher): not regular because their computers are not enough.

*Question 1c: What is the positive impact on and significance of computers for modern ways of teaching and learning in schools?*

All 12 participants (100%) listed the following as the main reasons for the positive impact of computers on modern ways of teaching and learning in classrooms: computers help learners to do research and work independently of their teachers; computers help teachers and management to store and save important information about learners and teaching for future retrieval; computers make teaching and learning simple; computers also help both teachers and learners to access the world out there; the use of computers is easy and uses less time-consuming papers and resources. The excerpts below support these:

*Respondent 3 (Principal):* The significance of computers in our schools is that computers make teaching and learning easier, require less paperwork and learners love seeing us working on the computers.

Question 1d: What is the state of the availability of computer facilities for both teachers and learners in this school?

Ten out of 12 participants (83%) said their schools only had a few computers (e.g., only four computers for a whole school), and this number was insufficient; in addition, there were no Internet facilities. This is supported by the following examples of responses:

*Respondent 2 (Principal):* It is very limited; we have only eight computers, and out of these, only four are functioning.

*Respondent 8 (teacher):* The state of computer facilities is not in good condition; computers are also scarce in our schools. An insignificant number (17%) claimed there were no computers in their schools – not even one. The example below supports this: Respondent 9 (teacher): the state of computer facilities in this school is unhealthy; this is due to the fact that we do not have computers in this school.

*Question 2a: What do you say about the view that rural schools are less empowered compared to schools in urban areas in terms of computer integration and learning availability?*

All 12 participants (100%) attested to this statement, that is, rural schools were less empowered compared to schools in urban areas in terms of computer integration and availability. These participants went as far as to say that the government had ignored their schools and was not concerned about rural schools, and as such, no computer facilities were available in the rural schools for integration. They stated that most

*Chronicling Information Communication Technology into Teaching and Learning… DOI: http://dx.doi.org/10.5772/intechopen.113790*

teachers become computer literate at tertiary institutions but cannot use these skills in rural schools because of a lack of computer facilities. The following comments support these views:

*Respondent 1 (Principal*): In this case, the rural schools are ignored completely by the government and other stakeholders. Respondent 5 (teacher): I strongly believe that rural schools are less empowered due to the fact that they are illiterate; they are ignorant about the wonders of computers, the lack of electricity and government support.

*Question 2b: Could you please tell me if there is any assistance from the Department of Education in terms of computer integration in this school?*

About 83% of the participants claimed there had never been any assistance from the Department of Education to integrate computers into teaching and learning in the schools, and that was ignorance on the part of the Department of Education. The following excerpts support this:

*Respondent 3 (Principal):* There is no assistance to teachers and learners in computer integration because we and the Department of Education lack the knowledge and skills in computer integration.

*Respondent 3 (teacher)*: It is the wish of the department, but they do not assist at this school. Two (17%) of the participants believed the Department of Education had assisted schools by training a few teachers in computer literacy, but the challenge was that there were no computer facilities in the schools for these teachers to train others and that only one laptop was available in each of the schools. This is supported by the following opinion:

*Respondent 2 (Principal)*: There are some teachers who have been trained to implement computer integration in the schools, but there are no computer facilities in the schools. Question 3a: What can you say about the training offered to teachers and learners concerning the integration of computers in schools? Has there been any training for teachers in computer integration by the department or any other organisation in the schools? This is supported by the following excerpts:

*Respondent 1 (Principal):* There has not been training for both teachers and learners yet, so they need to be trained.

*Respondent 5 (teacher):* No, in this school, only one teacher is computer literate, and she did this course in her private studies. The department did not assist her. Two participants (17%) said there had been training for a few teachers in order to integrate computers into their teaching and learning, but they categorically stated that there were no computer facilities for these teachers to implement the skills and knowledge obtained. Examples below support this:

*Respondent 2 (Principal):* Yes, there has been training, but the challenge is the implementation after they have been trained.

*Question 3b: What plans are in place to implement and integrate computers into the teaching and learning process in this school?*

Seven of the participants (58%) stated that there were plans to introduce computer-integrated learning in their schools and to employ an IT teacher, but the impediments were that there were neither computer facilities in the schools nor support from the department or other organisations. The examples below support this:

*Respondent 2 (Principal):* We intend to introduce computer applications in 2015, starting in Grade 8, but the challenge is that we do not have computer facilities in this school. Five of the participants (42%) said there were no plans in place for them to implement computer integration into the teaching and learning process in their schools because they lacked funds to purchase computers and that the government would not assist the schools. This is supported by the excerpts below.

*Respondent 3 (Principal):* We do not have any plans because we do not have the funds to buy computers, and we do not think the government will ever provide us with computers. It will be a plan that will not do us any good because there are no computers. Respondent 4 (teacher): There are no plans at the moment at this school.

*Question 4a: What do you have to say concerning teachers' perceptions, resistance to and reluctance to implement computer integration in the classroom?*

Five of the participants (42%) said there were signs of resistance and mentioned ignorance on the part of teachers who did not want to integrate computer-managed learning into their classes. Others said they did not want to be carrying around laptops (belonging to the department), which do not belong to them, and that the lack of computer facilities also contributed to teachers' reluctance and resistance to integrating computers into their schools. These participants also highlighted the view that some teachers claimed the use of laptops and overhead projectors in class was a waste of time because of the limited time per module in the class.

The following comments support the above opinions:

*Respondent 2 (Principal):* Yes, there is resistance due to the fact that we do not have computers in these schools and due to the fact that we are ignorant about the importance of computer integration. Seven of the participants (58%) believed teachers were not reluctant and resistant to integrating computer learning into their teaching and that teachers really wanted to integrate computers into the teaching and learning in the classes and were always calling for the repairs and installation of computers in the schools to facilitate teaching and learning. This is supported by the following:

*Respondent 1 (Principal):* No, there is no resistance because teachers are interested in implementing computers in their classes. Respondent 3 (teacher): Teachers are always calling for the servicing of the computers (installation of updated software) in the schools, which can draw the attention of the learners to also use the computers for easy teaching and learning.

*Question 5a: Could you please mention the challenges that schools, teachers and learners face in their attempts to implement computer integration in schools?*

All 12 participants (100%) mentioned the following as challenges faced by schools in implementing computer integration into the classrooms: lack of computer facilities and resources; lack of funds to buy computers and to train staff; lack of support from the department; lack of Internet facilities and the high cost of connecting to the Internet; software programmes; teachers' work overload and limited time; theft; lack of workshops and training in IT. The following excerpt supports this:

*Respondent 2 (Principal)*: The challenges are facilities and resources, including computers and funds, to implement this.

*Respondent 1 (teacher):* There are no up-to-date computers in our schools; Internet connectivity too is expensive, and the government does not want to provide us with computer facilities.

### **4. Discussion**

The findings revealed that the principals and the computer teachers had an understanding of the purpose of the research. They were honest in their responses. The main findings and themes are illustrated in **Figure 2**; the following will be the discussion.

Computers have a positive impact in schools: they help learners do research and work independently of their teachers. They also help teachers and school managers *Chronicling Information Communication Technology into Teaching and Learning… DOI: http://dx.doi.org/10.5772/intechopen.113790*

### **Figure 2.**

*Qualitative themes that serve as a framework for understanding the nuanced impacts, challenges, and opportunities associated with funding for metacognitive strategies in education, providing valuable insights into their effectiveness and potential areas for improvement.*

store and save important information about learners and teaching. They are administrative tools. Schools had insufficient computers. Rural schools were less empowered as compared to schools in urban areas in terms of computer integration and availability. The Department of Basic Education (DBE) has ignored rural schools, and as such, no computer facilities were available in the rural schools for integration.

There had been hardly any training for teachers in computer integration in these schools by the Department of Education or any other organisation. There had, however, been training for a few teachers in integrating computers into teaching and learning, but there were no computer facilities for these teachers at schools to implement the skills and knowledge they had acquired. There were plans to introduce computers, but there were no computer facilities in the schools and no support from the Department of Education or other organisations. Schools lacked funds to purchase computers, and the DOE did not want to assist the schools. Many teachers were ignorant about computer integration into their classrooms. Teachers did not want to be carrying DOE laptops around. The lack of computer facilities contributed to teacher's reluctance and resistance to integrating computers into their schools. Teachers claimed the use of laptops and overhead projectors in class was a waste of time because lessons were too short.
