**5. Metacognition in adopting information communication technology in teaching**

If teachers use computers effectively for teaching and learning to help learners, teachers would use computers for investigating issues concerning teaching and learning in their learning areas, teachers would use computers to assist them in setting questions for tests and examinations, and teachers would also use the Internet to surf, download question papers for classroom practice, and access the global world. Computers would help learners to do research and work independently of their teachers; computers would help teachers and school managers to store and save important information about learners and teaching for future retrieval and computers would make teaching and learning simpler and easier. They also help to save time, paper and resources. Teachers will appreciate the use of laptops and overhead projectors, not considering them a waste of time. Teachers would also not be reluctant or resistant to integrating computers into their teaching.

## **6. Student metacognitive skills and the use of Information and Communication Technologies (ICTs)**

There could also be the availability of funds to buy computers and to train staff, provided support from the department is given, which can possibly lead to the availability of Internet facilities. This may have the potential to improve student metacognitive skills when adopting ICTS. Teacher's work overload would also be considered to cater for student cognitive development when adopting ICT in learning. Lack of computer laboratories and lack of trained teachers to handle computer integration implementation in schools would be addressed carefully, and student metacognitive skills could be taken seriously by the DOE.

### **7. Conclusion**

This book chapter sets out to investigate the integration of information and communication technology during the teaching and learning encounter in the Eastern Cape, South Africa. Although computer integration has been implemented to rectify the past, schools in deep rural areas in the OR Tambo inland seem to be less equipped as compared to schools in urban areas. Schools in education must enable the culture of computer-integrated teaching and learning through workshops for diverse needs. Strategies that hold promise for improving school principals to guide rural education reform in implementing computers in teaching and learning to assess the viability of their own activities and facilitate improvement in computer integration in schools need to be implemented. Rural schools lack computer-integrated skills. ICT integration training, competence, equipment and appropriate software and materials are the issues that need to be addressed by the Department of Basic Education to aid in the clear adoption of information and communication technology in teaching and learning activities in general.

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

### **8. Recommendations**

This study has highlighted the extent of implementation of computer integration in teaching and learning in selected schools in the OR Tambo inland district. Based on these findings, the researcher wishes to present the following recommendations: schools, in conjunction with the Department of Education, must instil a culture of computer-integrated teaching and learning in schools through workshops where both teachers and learners will acquire the necessary computer literacy skills to allow for the diverse needs and varying ability levels of students to be met. Non-governmental organisations, school governing bodies, donors, and the Department of Education must combine to raise funds to purchase and instal computers with Internet connectivity in all schools in the Mthatha Education District. The Department of Education must ensure that there is equal technology access for all schools in the country and must go beyond that to empower and assist all rural schools in furnishing their computer laboratories with the latest computer software, Internet connection, technical support and administrative support. The Department of Education must assist schools in integrating information, communication, technology and education with a global approach to enhancing learning and communication. The DOE must also assist schools in purchasing educational computer games and computer software, interactive whiteboards, LCD projectors and hand-held student devices that correlate with the curriculum to provide teachers with ongoing student assessments and reports, to create approaches to structuring instruction, and to create flexibility in presenting information to students. The Department of Education must organise workshops to train all teachers in computer literacy skills, including computer-integrated learning in the classroom. Teachers must also be encouraged to go the extra mile in learning the different computer programmes to assist in integrating the classrooms with technology. Both the Department of Education and the School Governing Bodies must include in their plans and visions the implementation of information, communication and technology in the schools. Schools must also develop strategic plans and visions for computer-integrated learning and teaching.

### **Appendix A: Interview schedule**

### *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?

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### *Question 1b:*

In what forms do learners use computers to assist them in the learning process in this school?

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### *Question 1c:*

What is the positive impact and significance of computers on the modern ways of teaching and learning in schools?

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### *Question 1d:*

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


Could you please mention the challenges that teachers and learners in schools have faced in their attempt to implement computer integrations in the schools?
